本研究目的在了解重大災難(例如921地震0與社會人口變項對國中青少年生命意義之潛在影響，因而從居住地區(地震區vs.一般區)、性別、學業成就、家庭氣氛、人際關係等向度、探討與國中生生命意義感有關之因素。本研究同時也比較過去的研究發現，以探討國中青少年生命意義感來源在不同年代之變化。研究對象包括臺中縣大里市一所在921地震中受創重建的國中(簡稱重建區)，與基隆市、花蓮縣(簡稱一般區)各一所國中，共計206名三年級學生。本研究結合量化與質化資料，除了學生的社會人口變項外，也使用「生命意義量表」、「生命意義來源調查表」兩個量表，施測時間為2001年1月至3月。研究結果發現:在生命意義感方面，一般區、家庭氣氛融洽、學業成績高、人際關係良好的學生，其生命意義感較高;在生命意義來源方面，本研究發現:(1)就區域進行比較，重建區學生選擇「成長」為意義來源的比例較一般學生低;(2)和十年前的研究相較，「關係」、「健康」與「逸樂」為目前國中生生命意義的主要來源，他們選擇「成長」、「外表」與「獲取」(財富、時間)的比例增加，而選擇「求知」、「活動」與「服務」的比例減少，此一發現似乎反映出現代青少魁的部份特性。本研究最後建議:家庭與學校教育除了有必要引導學生建立和諧的人我關係外，亦可透過蘊含Frankl所倡議的「創造性」與「態度性」價值之課程，以提昇國中生的生命意義感。

In order to understand the potential effects of critical events (such as the Earthquake of September 21, 1999) and socio-demographic variables as to how junior high school students in Taiwan feel about the meanings of life, this study examines such factors as the area of residence (earthquake area vs. general area), gender, intellectual performance in school, atmosphere and interpersonal relationships among family members. The authors also compared their findings with the results found by another researcher ten years ago, to understand the trend of change along the historical spectrum. Sixty-four students were purposively selected from a school in Taichung, the targeted sample badly damaged by the earthquake. Their feelings and experiences were compared with the control samples of 142 students from two schools in Keelung and Hualien. The instruments adopted for this study include the “Purpose in Life Test” (PIL), and the “Questionnaire for the Sources of the Meaning of Life” (SMLQ). These scales were administered between January and March in 2001. the results illustrate that significantly higher scores for the meanings of life are characteristic of students from non-damaged areas, with more harmonious family relationship, better learning performance, and smoother interpersonal relationships with the fellow students. As to the sources of the meanings of life, it was found that: 1.students from the earthquake affected area demonstrated significantly lower scores in psychosocial growth; and 2. compared with the results demonstrated ten years ago, students at present tend to attribute the main sources of the meaning of life to interpersonal relationships, health and personal pleasure. The percentage increases in psychosocial growth, physical outlook and acquirement of wealth and time, and decreases in pursuit of knowledge, school activities and service-seems to match the image held by the populace toward junior high school students in contemporary Taiwan. In conclusion, the authors urge parents and teachers to help students establish harmonious interpersonal relationships in these two settings, and to promote life’s meanings through curricula emphasizing the creative and attitudinal values advocated by Frankl.