Skip to main content

ORIGINAL RESEARCH article

Front. Psychol.
Sec. Quantitative Psychology and Measurement
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1497422
This article is part of the Research Topic Measurement in Health Psychology - Volume II View all 10 articles

Validation of Existential Fulfillment Scale in Chinese University Students

Provisionally accepted
Jian Chen Jian Chen *Xiaoyan Chen Xiaoyan Chen Chen Miao Chen Miao
  • School of Psychology, Fujian Normal University, Fuzhou, China

The final, formatted version of the article will be published soon.

    This study assessed the psychometric properties of the Existential Fulfillment Scale (EFS) in a Chinese university student sample, emphasizing cultural fit. A cohort of 1,600 undergraduate students from six universities in Fujian Province completed questionnaires including the EFS, Meaning of Life Questionnaire (MLQ), Index of Well-Being (IWB), and Self-Depression Scale (SDS). Item analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and assessments of criterion-related validity, internal consistency, and test-retest reliability were performed. The Chinese EFS consists of two dimensions-self-acceptance and self-breakthroughacross 14 items, reflecting cultural distinctions from the original model by combining the dimensions of self-actualization and self-transcendence. This revised structure aligns with Chinese cultural perspectives on individual growth, where self-actualization often integrates aspects of selftranscendence. Positive associations with the MLQ and IWB and a negative association with the SDS support the scale's criterion-related validity. Internal consistency ranged from 0.87 to 0.97, and testretest reliability ranged from 0.75 to 0.83. These findings indicate the Chinese EFS is a reliable tool for assessing existential fulfillment among Chinese university students.

    Keywords: Existential fulfillment, Reliability, validity, Chinese university students, confirmatory analysis (CFA)

    Received: 17 Sep 2024; Accepted: 29 Nov 2024.

    Copyright: © 2024 Chen, Chen and Miao. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Jian Chen, School of Psychology, Fujian Normal University, Fuzhou, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.