Factorial validity of meaning in life questionnaire in Hong Kong secondary school students: a construct validation approach

ABSTRACT

The present research was designed to examine the psychometric properties of a Chinese version of the MLQ using a construct validation approach in 1,089 Hong Kong secondary school students. Confirmatory factor analyses were used to examine the structural validity of MLQ. Correlational analyses were done to assess how meaning in life dimensions relate to life satisfaction, self-reported duration of daily sleep, and connectedness to social agents. Confirmatory factor analysis showed that the modified two-factor model of meaning in life with presence of meaning and search for meaning as key dimensions, was valid and reliable in the current sample. Evidence for configural, metric, and scalar invariance was found across boys and girls. Meaning in life dimensions was differentially associated with connectedness to various social agents, life satisfaction, and average daily sleep. MLQ is a psychometrically valid tool to measure meaning in life among Hong Kong Chinese students.

KEYWORDS:

• Hong Kong students
• meaning in life
• self-reported sleep behaviour
• social connectedness
• well-being

Acknowledgements

The preparation of this paper was partly funded by the Hong Kong Research Grant Council (HKU 756312). We are grateful to Norman Gysbers, Patrick SY Lau, Raymond M C Chan, Peter MK Shea, Sherin Ke, Ida Yip, Virginia Cheung, Ryder Chan and Peter Westwood for their input to the project. The project would not have been completed without the generous support of teachers, guidance personnel and students in the participating schools. Their valuable contribution to the research is greatly appreciated.

Disclosure statement

There is no conflict of interest in this study.

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

Informed consent was obtained from all individual participants included in the study.

Additional information

Funding

This work was supported by the Hong Kong Research Grant Council [HKU 756312].

Notes on contributors

Jesus Alfonso Daep Datu

Dr. Jesus Alfonso Daep Datu, is an assistant professor of Department of Special Education and Counselling at The Education University of Hong Kong. He is a well-being scientist with expertise in positive psychology and positive education. He is also aLab Leader of the Science of Happiness and Positive Education (SHAPE) Lab.

Mantak Yuen

Dr. Mantak Yuen, is an associate professor and director of Laboratory and Program for Creativity and Talent Development and co-director of Centre for Advancement in Inclusive and Special Education in the Faculty of Education of The University of Hong Kong.