Assessing meaning in life for gifted learners: Validation of a Chinese version of meaning in life in children questionnaire

ABSTRACT

Meaning in Life Children Questionnaire (MIL-CQ) was developed with reference to Frankl’s meaning triangle that has dimensions of Attitude, Creativity, and Experience. The current study translated MIL-CQ into Chinese (MIL-CQ-C), and evaluated its psychometric properties in a sample of 264 upper primary and secondary school gifted students in Hong Kong. Dimensionality of MIL-CQ-C was investigated via exploratory factor analysis using the robust weighted least square estimator. Measurement invariance across gender was investigated. Convergent validity was evaluated by testing MIL-CQ-C as the mediator of social connectedness in predicting presence of meaning in life and search for meaning in life. After removal of three items, exploratory factor analysis supported the original 3-factor structure with substantial factor loadings (λ = 0.53–0.91) and good reliability (Ω = 0.85–0.92). The MIL-CQ-C showed scalar measurement invariance across gender. The MIL-CQ-C was positively correlated with social connectedness, presence of meaning in life, and search for meaning in life. The MIL-CQ-C mediated the relationship between social connectedness and presence of meaning in life and search for meaning in life. The findings lend support to a valid 3-factor structure for MIL-CQ-C when completed by gifted learners in Hong Kong. (192 words)

KEYWORDS:

• Convergent validity
• factor analysis
• gifted learners
• meaning in life
• measurement invariance
• social connectedness

Acknowledgments

The gifted learners’ data reported in this article were collected as part of a collaborative research project titled “The Life Skills and Career Development Project” undertaken by the Hong Kong Academy for Gifted Education and the University of Hong Kong Centre for Advancement in Inclusive and Special Education. Ethical approval was obtained from the Human Research Ethics Committee of the University of Hong Kong (Reference number: EA1904021). We are grateful for the generous support of the participating students.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Mantak Yuen

Mantak Yuen is an associate professor and director of the Labroatory and Program for Creativity and Talent Development, Centre for Advancement in Inclusive and Special Education, the University of Hong Kong. He is the principal investigator of the Life Skills Development, Connectedness and Meaning in Life Project.

Ryder T. H. Chan

Ryder T. H. Chan is a senior research assistant in the School of Nursing, LKS Faculty of Medicine, the University of Hong Kong. His research interests are life skills development, dementia, and gerontechnology.

Jiahong Zhang

Jiahong Zhang is working at the Mental Health Education and Counselling Centre, Sen Yat-Yen University. She is also a research associate of the Centre for Advancement in Inclusive Education and Special Education, the University of Hong Kong.

Eric Fung

Eric Fung is the head of Research Division, the Hong Kong Academy for Gifted Education.

Serene Chan

Serene Chan is a lecturer and director of the Program for Creatvity and Talent Development, Centre for Advancement in Inclusive and Special Education, the University of Hong Kong.