Meaning in life as a protective factor against suicidal tendencies in Chinese University students

Abstract

Background: A substantial increase in rates of suicide worldwide, especially among late adolescents and young adults, has been observed. It is important to identify specific risk and protective factors for suicide-related behaviors among late adolescents and young adults. Identifying specific factors across the masses, not only in the Western, but also in the Asian context, helps researchers develop empirically informed intervention methods for the management of protective and risk factors of suicide.Methods: In the current study, 2074 students (706 males), filled out the Meaning in Life Questionnaire, with subscales of Search for Meaning (MLQ-S) and Presence of Meaning (MLQ-P); the Future Disposition Inventory-24 (FDI-24), with subscales of Positive Focus (PF), Suicide Orientation (SO), and Negative Focus (NF); and the Beck Hopelessness Scale (BHS). These scales measure protective and risk factors that are linked to suicidal behaviors; while suicidal behaviors were measured by the Suicidal Behaviors Questionnaire-Revised (SBQ-R). Mediation analyses were performed to test the models with both the MLQ-S and MLQ-P as the mediators between a) hopelessness, as measured by BHS and suicidal behaviors; and b) PF, SO, and NF, as measured by FDI-24, and suicidal behaviors. Results: We found that only MLQ-P mediated the relation between hopelessness and suicidal behaviors; while both MLQ-P and MLQ-S mediated PF, SO, and NF (as measured by FDI-24), and suicidal behaviors, respectively. Conclusion: Meaning in life, including both the presence of meaning in life and search for meaning, can be good protective factors against suicidal behaviors.

Cross-lagged analysis of the interplay between meaning in life and positive mental health during the COVID-19 epidemic

“…Two waves of investigation were administered in the peak and remission periods during the COVID-19 outbreak in Chinese university students, with an interval of 4 months. Cross-lagged analysis indicated that university students who had reported higher level of meaning in life exhibited more emotional well-being, social well-being, and psychological well-being, which is consistent with the longstanding theorizing that meaning in life has a protective effect on mental health (Lew et al, 2020). Our results also showed that positive mental health helps to facilitate individuals' meaning in life.…”

Suicidal behaviour among university students: a systematic review

“…Anxiety and depression comorbidities were identified as prominent mental health problems experienced by students (Lew et al, 2020; Mitsui et al, 2018; Russell et al, 2019; Taylor et al, 2020). These comorbidities were reported to be experienced as: feelings of helplessness and hopelessness (Akpinar Aslan et al, 2020; Bernanke et al, 2017; Reyes et al, 2015); loneliness/sense of disconnection (Chang et al, 2019); thwarted belongingness (Collins et al, 2018; Kwan et al, 2017; Lee et al, 2018); unbearable mental pain (Dhingra et al, 2019); sense of powerlessness in stressful events (de Albuquerque et al, 2019); psychological distress, emotional exhaustion, eating problems, and sleeping difficulties such as insomnia, nightmares, and sleep deprivation (Haghighi et al, 2018), fatigue (Rosiek et al, 2016); alexithymia; impulsivity; anhedonia; and low distress tolerance levels (Kratovic et al, 2020).…”

“…Often mental health problems resulted in maladaptive interpersonal behaviour, especially in the display of anger (Hollingsworth et al, 2018), affective dysregulation (Fang et al, 2019; Lew et al, 2020), and hostile reactions (Bruns & Letcher, 2018). Substance use was identified as a major cause of mental health problems further exacerbating student suicides.…”

“…This included reports of thoughts leading to low self-esteem (Taylor et al, 2020) and a negative self-concept (Gselamu & Ha, 2020). Factors contributing to the above-mentioned were decreased life satisfaction (Rosiek et al, 2016); low life purpose and meaning of life (Lew et al, 2020); sense of burdensomeness (Becker et al, 2020; Collins et al, 2018; Kwan et al, 2017; Park & Kim, 2019); rumination on their negative life experiences and environmental stressors (Akpinar Aslan et al, 2020; Hasking et al, 2019); and self-blame (Lew et al, 2020).…”

“…Through the SLR several university stressors that posed a risk for suicide among students were identified, namely, the transition from school to university, planning their future, travelling, accommodation, finance for studies, entrance and admission requirements, ability to cope with academic work, the pressure to succeed, and health concerns of family members and themselves (Lew et al, 2020; Modi et al, 2017; Özel et al, 2015). Furthermore, they were stressed by competition, burnout, extreme workloads, personal life problems, lack of leisure time, bullying, and high expectations of self/others (Granato et al, 2015).…”