抑郁症状对自我概念清晰度预测生命意义感的纵向调节作用

Objective: In recent years, the phenomenon of “hollow heart syndrome” has become increasingly prevalent among college students, characterized by persistent inner emptiness, lack of motivation, and a diminished sense of meaning. Even when external achievements are attained, individuals often fail to experience a sense of fulfillment and satisfaction. Such students may appear successful outwardly but remain trapped in confusion and meaninglessness, and may even frequently experience suicidal ideation. As a critical stage of psychological development, the college period involves the transition from identity diffusion to identity formation. Establishing a stable and clear self-identity during this stage is essential for developing a sustained sense of meaning in life. Therefore, this study aims to examine the relationship between self-concept clarity and meaning in life among college students using a longitudinal design, and to further investigate the moderating role of depressive symptoms in this relationship, thereby providing theoretical support for promoting meaning in life and empirical evidence for improving psychological crisis prevention and intervention systems. Methods: A longitudinal design was employed. A total of 387 college students from a comprehensive university were assessed twice at a four-week interval, with the two time points denoted as T1 and T2. The instruments included the Self-Concept Clarity Scale (SCCS), the Center for Epidemiologic Studies Depression Scale (CES-D), and the Meaning in Life Questionnaire (MLQ). Cross-lagged analysis was conducted to examine the bidirectional relationship between self-concept clarity and meaning in life, and standardized regression coefficients (β) were calculated. Based on this, a two-step multiple regression analysis was used to test the moderating effects of depressive symptoms on the pathways from self-concept clarity to meaning in life and from meaning in life to self-concept clarity. For paths showing significant moderation, simple slope analyses were further conducted to explore the moderating patterns at different levels of depressive symptoms. Results: Self-concept clarity at T1 significantly and positively predicted meaning in life at T2 (β=0.214, P<0.001), and meaning in life at T1 significantly and positively predicted self-concept clarity at T2 (β=0.211, P<0.001). Depressive symptoms significantly moderated only the predictive effect of self-concept clarity on meaning in life (P=0.035). Simple slope analysis showed that the effect sizes were 0.400 and 0.245 in the high and low depressive symptom groups, respectively. However, the moderating effect of depressive symptoms on the pathway from meaning in life to self-concept clarity was not significant (P=0.258). Conclusion: This is a reciprocal and mutually reinforcing relationship between self-concept clarity and meaning in life. Depressive symptoms play a moderating role in this relationship, such that higher levels of depressive symptoms strengthen the predictive effect of self-concept clarity on meaning in life. Therefore, in mental health education and intervention among college students, it is important to emphasize the coordinated development of self-concept and meaning construction, and to utilize the moderating role of depressive symptoms to optimize intervention strategies. For students with depressive tendencies, priority should be given to assessing and improving their identity status, promoting self-acceptance, integration, and identity consolidation. For students with unclear self-concept, timely assessment of depressive symptoms and early psychological intervention are recommended to reduce the negative cycle between self-concept and meaning in life and to promote psychological adaptation and healthy development.