The Effectiveness of a Meaning-Centered Psychoeducational Group Intervention for Chinese College Students

Abstract

Using a sample of 66 Chinese college students, we measured the feasibility, acceptability, and effectiveness of a meaning-centered psychoeducational group intervention in increasing the level of their psychological well-being. The students were assigned to either a control or an intervention group, and those in the intervention group attended 9 weekly meaning-centered psychoeducational sessions. All participants completed baseline, posttest, and 3-month follow-up tests to compare the level of psychological well-being of the intervention and control groups. With the exception of the life enjoyment dimension in the Chinese Sources of Meaning in Life Scale (CSMLS), the scores of the intervention group differed significantly from the control group between the baseline and the posttest, and for the subscales of depression and sense of adequacy (General Health Questionnaire), search for meaning (Meaning in Life Questionnaire), and the dimensions of social concern, personal growth, and harmonious relationships (CSMLS), the scores at the follow-up test time indicated the effectiveness of the group intervention. These findings highlight the effectiveness of a meaning-centered group intervention in improving college students' psychological well-being and positive perception of meaning in life.