Meaning in life and school guidance programs: Adolescents’ voices from Hong Kong

Mantak Yuen; Y. B. Chung; Queenie A.Y. Lee; Patrick S.Y. Lau; Raymond M.C. Chan; Norman C. Gysbers; Peter M.K. Shea

doi:10.1007/s10775-020-09423-6

Meaning in life and school guidance programs: Adolescents’ voices from Hong Kong

Mantak Yuen^*
, Y. B. Chung
, Queenie A.Y. Lee
, Patrick S.Y. Lau
, Raymond M.C. Chan
, Norman C. Gysbers
, Peter M.K. Shea

^*Corresponding author for this work

Research output: Contribution to journal › Journal article › peer-review

13 Citations (Scopus)

Abstract

This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data were collected from nine focus groups involving 57 junior secondary school students (age range: 13 to 16 years). It was found that students tended to interpret meaning in life as equivalent to “having a plan for a career” and “setting life goals.” Information collected suggests that a reciprocal relationship exists between possession of meaning in life, connectedness, and life skills development. Students also indicated how guidance activities in school supported development of meaning in life.

Original language	English
Pages (from-to)	653-676
Number of pages	24
Journal	International Journal for Educational and Vocational Guidance
Volume	20
Issue number	3
DOIs	https://doi.org/10.1007/s10775-020-09423-6
Publication status	Published - 1 Oct 2020

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

User-Defined Keywords

Connectedness
Life skills development
Meaning in life

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10.1007/s10775-020-09423-6

Cite this

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title = "Meaning in life and school guidance programs: Adolescents{\textquoteright} voices from Hong Kong",

abstract = "This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data were collected from nine focus groups involving 57 junior secondary school students (age range: 13 to 16 years). It was found that students tended to interpret meaning in life as equivalent to “having a plan for a career” and “setting life goals.” Information collected suggests that a reciprocal relationship exists between possession of meaning in life, connectedness, and life skills development. Students also indicated how guidance activities in school supported development of meaning in life.",

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note = "Funding Information: The preparation of this paper was partly funded by the Hong Kong Research Grant Council (HKU 756312). Funding Information: The preparation of this paper was partly funded by the Hong Kong Research Grant Council (HKU 756312). ",

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AU - Yuen, Mantak

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AU - Lee, Queenie A.Y.

AU - Lau, Patrick S.Y.

AU - Chan, Raymond M.C.

AU - Gysbers, Norman C.

AU - Shea, Peter M.K.

N1 - Funding Information: The preparation of this paper was partly funded by the Hong Kong Research Grant Council (HKU 756312). Funding Information: The preparation of this paper was partly funded by the Hong Kong Research Grant Council (HKU 756312).

PY - 2020/10/1

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N2 - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data were collected from nine focus groups involving 57 junior secondary school students (age range: 13 to 16 years). It was found that students tended to interpret meaning in life as equivalent to “having a plan for a career” and “setting life goals.” Information collected suggests that a reciprocal relationship exists between possession of meaning in life, connectedness, and life skills development. Students also indicated how guidance activities in school supported development of meaning in life.

AB - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data were collected from nine focus groups involving 57 junior secondary school students (age range: 13 to 16 years). It was found that students tended to interpret meaning in life as equivalent to “having a plan for a career” and “setting life goals.” Information collected suggests that a reciprocal relationship exists between possession of meaning in life, connectedness, and life skills development. Students also indicated how guidance activities in school supported development of meaning in life.

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DO - 10.1007/s10775-020-09423-6

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IS - 3

ER -

Meaning in life and school guidance programs: Adolescents’ voices from Hong Kong

Abstract

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