Objectives: Past research has shown significant inter-relationship between spirituality, life satisfaction and meaning in life (Ivtzan et al., 2013), but little is known about the mediator that reinforces such relationship. This study is to investigate the role of motivation to live in the interplay between spirituality and meaning in life. Methods: This is an experimental study testing 147 (96 Female and 51 Male) secondary school students aged between 16 and 18 in Hong Kong. Participants were randomly assigned into one of the three experimental groups and were shown one video clip of real life story in which the main character either (1) striving to live (physiological), (2) being supported and loved by others (belonging and love), or (3) living to strive (self-actualization). After the experimental manipulation, spiritual assessment scale, students’ life satisfaction scale and meaning in life question were administered. Additionally, participants were invited to describe “themselves ten years after” by choosing a photo and writing down 1-5 descriptions. Results: Spirituality is positively correlated with life satisfaction and meaning in life. Participants with higher score in spirituality obtained higher score in life satisfaction and meaning in life. Both Motivation to live and spirituality have shown significant effects on life satisfaction and meaning in life. However, there was no significant difference between the three experimental groups in terms of on life satisfaction and meaning in life, which may be due to the significant interaction effects of motivation to live and spirituality. Conclusion: Spirituality and motivation to live are potential indicators of life satisfaction and meaning in life. Spiritual health and the drive to self-actualization should be promoted in school and community settings to enhance values of life via different activities. All rights reserved.
|Publication status||Published - 2016|
- Motivation to live
- Life satisfaction
- Meaning in life
- Theses and Dissertations
- Thesis (M.Soc.Sc(Psy))--The Education University of Hong Kong, 2016.