《生命安全与健康进中小学课程教材指南》中提出要“帮助学生树立关爱生命、热爱生活的关键，形成健康意识，养成健康生活方式”理念，生命意义感是青少年心理健康的保护性因素，初中生作为青少年的核心群体，生命意义感在初中生的学习及日常生活中扮演着重要的角色。同时，生命意义感在改善初中生身心健康状况，抵抗不良心理健康问题，预防自杀等严重心理或行为障碍等方面都具有积极作用。

本研究由研究一和研究二组成，从初中生生命意义感的内部心理机制出发，探讨正念和初中生生命意义感之间的关系，以及控制感和孤独感在其中的作用机制，并探究针对正念的课程干预是否能够提高初中生的生命意义感。在研究一使用《五因素正念量表》，《生命意义感量表》，《控制感量表》，《青少年孤独感量表》对某地区1250名初中生进行问卷调查，探讨正念与初中生生命意义感之间的关系，检验控制感的中介作用和孤独感的调节作用，并通过针对正念的课程干预正念水平以提高初中生的生命意义感水平。研究结果如下：正念与控制感、生命意义感三者之间呈现两两显著正相关，三者与孤独感为显著负相关；正念对生命意义感具有显著的正向预测作用，并且正念也可以通过控制感来间接预测生命意义感；孤独感通过控制感的中介作用调节后半段路径。

在研究二中，基于研究一的结果，依据正念意义治疗理论和意义建构模型，本研究选取正念作为干预变量，采用针对正念的课程干预对正念进行干预，选取初二年级的正念水平与生命意义感水平较低的学生共计66人，随机分为实验组（33人），对照组（33人）。干预前对两组被试进行同质性检验，确认两组被试同质。之后，对实验组进行持续8周，每周1次，每次40分钟的正念系列课程设计干预；对照组不做任何处理；干预前，干预后及干预两个月后分别进行测量以探究针对正念的课程干预的效果和稳定性，研究结果如下：针对正念的课程干预结束，实验组在正念的得分显著提高，生命意义感得分也显著升高。实验组与对照组有显著差异，效果在两个月后依然存在。

本研究结果发现，正念能够直接影响初中生生命意义感，也可以通过控制感间接影响初中生生命意义感；孤独感在控制感的中介效应途径中调节后半段路径；对初中生的正念水平进行正念课程干预，被试的生命意义感水平间接得到提升，且干预具有延续效果。

Life Safety and Health Curriculum Textbook Guide for primary and secondary schools proposes to "help students establish the key to caring for life and loving life, form health awareness, and develop a healthy lifestyle". The sense of meaning of life is a protective factor for adolescents' mental health. The sense of meaning of life plays an important role in junior high school students' study and daily life. At the same time, the sense of meaning of life plays a positive role in improving the physical and mental health of middle school students, resisting bad mental health problems, preventing serious psychological or behavioral disorders such as suicide.This study is composed of study 1 and study 2, from the internal psychological mechanism of junior middle school students' sense of meaning of life, this study explores the relationship between mindfulness and junior middle school students' sense of meaning of life, as well as the mechanism of control and loneliness, and explores whether curriculum intervention targeting mindfulness can improve junior middle school students' sense of meaning of life. In this study, 1250 junior high school students in a certain area were investigated by using the five-factor mindfulness Scale, the sense of Life Meaning Scale, the sense of Control Scale and the Adolescent Loneliness Scale to explore the relationship between mindfulness and the sense of life meaning of junior high school students, and to test the mediating role of the sense of control and the regulating role of loneliness. And the mindfulness course interferes with the level of mindfulness to improve the sense of meaning of life of middle school students. The results are as follows: There is a significant pairwise positive correlation between mindfulness and sense of control and sense of meaning in life, while there is a significant negative correlation between mindfulness and loneliness. Mindfulness has a significant positive predictive effect on the sense of life meaning, and mindfulness can also indirectly predict the sense of life meaning through the sense of control;Loneliness can modulate the second half of the path of mindfulness by controlling the sense of meaning in life.In study 2, based on the results of study 1 and the meaning therapy theory and meaning construction model of mindfulness, this study selected mindfulness as the intervention variable and adopted the course intervention for mindfulness. A total of 66 students with low level of mindfulness and sense of life meaning in grade 2 were selected and randomly divided into the experimental group (33 students). Control group (33 subjects). Before intervention, the homogeneity test was carried out to confirm the homogeneity of the two groups of subjects. After that, the experimental group was given a series of mindfulness course design intervention once a week for 40 minutes for 8 weeks. Control group did not do any treatment; Measurements were taken before, after and two months after the intervention to explore the effect and stability of the mindfulness curriculum intervention. The results of the study are as follows: after the mindfulness curriculum intervention, the scores of the experimental group in mindfulness and sense of life were significantly increased, with significant differences from the control group, and the effects still existed two months later.The results of this study found that mindfulness can directly affect junior middle school students' sense of meaning of life, and can also indirectly affect junior middle school students' sense of meaning of life through the sense of control; Loneliness modulates the second half of the mediated pathway of control. The level of mindfulness can be effectively improved through mindfulness curriculum intervention, and the level of life meaning of junior high school students can be indirectly improved.

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