Effects of supervised movie appreciation on the improvement of college students’ life meaning sense

doi:10.4236/health.2010.27121

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Vol.2, No.7, 804-810 (2010)

doi:10.4236/health.2010.27121

Health

Effects of supervised movie appreciation on the

improvement of college students’ li fe meaning sense

Xinqiang Wang1,2, Dajun Zhang1,2*, Jinliang Wang1,2, Hui Xu1,2, Min Xiao1,2

1Center for Student’s Mental Health Education, Southwest University, Chongqing, China;

*Corresponding Aut hor: zhangdj@swu.edu.cn

2Research Institute of Educational Science; Southwest University, Chongqing, China

Received 27 December 2009; revised 20 March 2010; accepted 23 March 2010.

ABSTRACT

The purpose of this study was to explore the

effects of supervised movie appreciation on

improving the life meaning sense among col-

lege students. The intervention combined by

“pre-video, post counseling” was conducted on

the experimental group, while the control group

received no intervention. Results have shown

that the scores on the subscales of will to

meaning, life purpose, life control, suffer ac-

ceptance and on the total scale have improved

significantly. No gend er dif ference was found o n

the intervention effect, and participants receiv-

ing intervention maintained higher level on re-

lated subscales a week later, indicating that

supervised movie appreciation is an effective

way to improve the life meaning sense among

college students.

Keywords: College Students; Life Meaning Sense;

Supervised Movie Appreciation; Suicide Prevention;

Mental Health Education

1. INTRODUCTION

The life meaning theory proposed by Frankl is of great

importance in the studies of life meaning. According to

Frankl’s proposal, many mental disorders among college

students, such as depression, emptiness, and loneliness

and suicide behavior are caused by a lack of life mean-

ing, namely, a negative mental state resulted from a mere

pursuit towards natural life itself while lacking goals of

life spiritual values [1]. Other studies also have shown

that the life meaning plays an important role in prevent-

ing mental illness, preventing suicide, achieving mental

health and improving the adaptability to the changing

living environment. It can con tinuously predict the men-

tal status and play a unique and irreplaceable role in case

of crisis and serious frustration [1-5]. Therefore, it may

effectively prevent college students’ mental illness and

suicide and maintain a mental healthy state, by imple-

menting active intervention for college students [6,7].

However, few empirical studies in the psychology arena

have been conducted to explore the effective ways to

achieve this goal.

Educators are, in recent years, increasingly focusing

on the integration of multiple approaches and modes to

improve teenager’s mental health [8] and strive to ex-

pand the intervention scope of mental health education

for students [9]. The present education arena is in urgent

need of mental health education approaches character-

ized by implicitness, protectiveness and permeation [10].

It is universally acknowledged that movie appreciation is

an intervention approach with aforesaid advantages. Su-

pervised movie appreciation is a psychological counsel-

ing approach by which the educators guide, on a cus-

tomized basis and for certain educational objective, the

participants to change the cogn itive or emotional factors,

including their opinions and attitudes towards them-

selves, the others or certain matter, develop individual’s

positive mental quality, relieve mental stress, prevent

mental illness and eliminate mental disorders through

movie appreciation and comprehension. Yuan [11] be-

lieved that individuals may gain, during the movie ap-

preciation, the internal drive that can influence human

being’s emotion, thought, habit and belief, driving indi-

viduals to seek a brighter and more profound life.

Meanwhile, individuals’ existed values and morality is

imperceptibly changed by the movie. Such influence will

never end but continue throughout the life after the

movie appreciation. However, the idea that movie ap-

preciation is helpful to facilitate mental health mainly

comes from theoretical explanation and empirical ob-

servation heretofore and there is few convincing empiri-

cal evidence [12-14]. Therefore, in the present study,

educational experiment was used to explore the effects

of supervised movie appreciation on improving students’

X. Q. Wang et al. / HEALTH 2 (2010) 804-810

805

life meaning sense.

2. METHOD

2.1. Participants

A class consisting of 56 students was selected at random,

at a class of their optional courses, from those in Grade 1

of a college in Chongqing, China; they had never watch-

ed the film named POSTMAN IN THE MOUNTAINS.

21 boys (37.5%) and 35 girls (62.5%) consisted of the

experimental group, with an average age of 19.67 years

old and a standard age deviation of 0.92 years. For the

control group, th ere wer e 46 fresh men includ ing 20 boys

(43.5%) and 26 girls (56.5%), who had not watched the

film either. The average age for the control group was

19.64 years old and the standard age deviation was 1.01

years. Such participants were coming from different de-

partments of the college and majoring in different sub-

jects.

2.2. Material

The film named POSTMAN IN THE MOUNTAINS1,

which lasted one hour and thirty minutes approximately,

was produced by Xiaoxiang Film Studio and Beijing

Film Studio in 1998. The movie was shown on a 120-inch

projector screen in the large multi-media classroom with

a capacity of 120 people.

2.3. Measures

We used, in the objective evaluation, the subscale “Me-

aning Searching and Assertion” in the total scale “the

Life Attitude Profile (LAP)”, a measurement developed

by Ho on the basis of the central concepts of Frankl’s

logotherapy [2]. This subscale consists of 4 dimensions

and 25 items, including will to meaning (9 items), life

purpose (4 items), life control (7 items) and suffer ac-

ceptance (5 items). Likert-style 5-point rating style was

adopted in the subscale, with higher score indicating

higher level on life meaning. Specifically, the dimension

of will to meaning is to investigate individual’s motiva-

tion to seek the significance an d purpos e of the existen ce

of self, the dimension of life purpose is to investigate

whether an individual has clear and meaningful purpose

of life and the individual’s satisfaction with the life pur-

pose, the dimension of life control is to investigate

whether an individual can make choice at his/her discre-

tion and how he/she will be responsible for the life, and

the dimension of suffer acceptance is to investigate wh-

ether an individual has understood what the suffering

means and to what degree he/she may accept the suffer-

ing. The total scale has been shown to have relatively

high internal consistency reliability, retest reliability,

content validity and construct validity as well as certain

predictive va lidity since the four subscales are all able to

predict the “positive mental health” in general [2]. The

Cronbach’s Alpha coefficient for internal consistency

reliability was 0.876 in the subscale selected in this

study.

The subjective evaluation of participants` life meaning

sense was also provided, based on the interview on the

participants after watching the film, the feedback of 12

participants selected randomly by the experimenter from

the experimental gr oup, and the information reflected by

participants and recorded by the experimenter during the

experiment.

2.4. Procedure and Intervention

The intervention model composed by “pre-video, post

counseling” [13] was conducted on the experimental

group by means of mental health education lessons for

college students, while the control group received no

intervention.

2.4.1. Pre-Video Introduction

The slides on the projector screen demonstrated for the

experimental group the theme of this movie, “love, hope,

responsibility and meaning of life”, and briefly intro-

duced some important information, including the direc-

tor, actors, actresses, awards obtained in China or other

countries and the sensation caused abroad. However,

such introduction did not disclose any plot.

2.4.2. Pre-Test

The experimental group was asked, by the instruction

that “please write down your attitude towards the life

before appreciating the movie”, to fill in the “Meaning

Searching and Assertion” in the “the Life Attitude Pro-

file” before the movie was on. The subjects in the con-

trol group, who attended a class having no relation with

mental health education, also took part in the pre-test.

2.4.3. Watching the Movie

The experimental group was watching the movie POST-

MAN IN THE MOUNTAINS.

2.4.4. Post Counseling

The experimenter first shared with the experimental

group the experiences in “beauty”, “love, persistence

and hope”, “belief”, “enrichment”, “beauty of simplicity

and meaning of life”, “responsibility and significance of

human beings” thereafter, and then asked the partici-

pants to tell their experiences in th eir life at their discre-

1The movie was entitled the Best Film, the Best Director and the Bes

Actor of the 19th Golden Rooster Awards, the People’s Choice Award

at the 32nd Montréal World Film Festival, the Silver Peacock Award, a

Special Jury Prize, at the 31st International Film Festival of India, the

Japanese Kinema Junpo Awards, the awards at the Mainichi Film Con-

cours and the Awards of the Japanese Academy.

X. Q. Wang et al. / HEALTH 2 (2010) 804-810

806

tion. Eight participants did so. They spent 2 hours and 40

minutes in total on movie-watching and post counseling.

2.4.5. Post-Test

The post-test was conducted on the experimental group

immediately after the post counseling and on the control

group as soon as the mental health education lessons

ended. The post-test for the experimental group and the

control group were conducted at the same time.

2.5. Follow-Up Study

The same measuring was conducted on the experimental

group one w eek after the supervised movie appreciatio n.

2.6. Processing of Experimental Data

Classify and number the pre-test and post-test of each

participant’s scale according to the type of groups and

make statistics and analysis with SPSS13.0. Qualitative

analysis was used for subjective evaluation.

3. RESULTS

3.1. Scores of Experimental Group and

Control Group during Pre-Test and

Post-Test of Life Meaning

Independent-samples t test was used to compare the

sores between the experimental group and the control

group on the pre-test. In the post-test, independent-sam-

ples t test was also conducted to compare the difference

between control group and experimental group. Ta b le 1

shows, in respect of the subscales and the total scale of

life meaning: 1) the post-test score of the experimental

group is much higher than the pre-test score (p < 0.001),

and 2) the post-test score of the control group does not

change remarkably compared with its pre-test score (p >

0.05). During the pre-test, the experimental group and

the control group scored almost the same in respect of

the subscales and the total scale of the life meaning (p >

Table 1. Scores of experimen t al group and control group during pre-test and post-test of college students’ life meaning.

Pre-Test Post-Test

Subscale

M ± SD M ± SD

Experimenta l G roup (n = 56) 37.34 ± 5.00 40.29 ± 3.81 –5.133﹡﹡﹡

Control Group (n = 46) 37.52 ± 4.67 37.72 ± 5.23 –0.551 Will to meaning

t –0.189

2.78﹡﹡

Experimenta l G roup (n = 56) 14.16 ± 2.76 16.07 ± 2.47 –7.076﹡﹡﹡

Control Group (n = 46) 14.35 ± 3.19 14.76 ± 3.27 –1.799

Life purpose

t –0.318

2.241﹡

Experimenta l G roup (n = 56) 26.80 ± 3.22 28.48 ± 2.71 –3.854﹡﹡﹡

Control Group (n = 46) 26.30 ± 3.71 26.57 ± 3.56 –0.719

Life control

t 0.728

3.085﹡﹡

Experimenta l G roup (n = 56) 21.29 ± 3.25 22.55 ± 2.70 –4.139﹡﹡﹡

Control Group (n = 46) 20.91 ± 2.99 20.76 ± 2.85 0.531

suffer acceptance

t 0.598

3.255﹡﹡

Experimenta l G roup (n = 56) 99.59 ± 11.27 107.39 ± 8.30 –6.252﹡﹡﹡

Control Group (n = 46) 99.09 ± 11.42 99.80 ± 12.18 –1.107

Total Scale

t 0.223

3.597﹡﹡

Note: p < 0.05; p < 0.01; p < 0.001

﹡﹡﹡﹡﹡﹡

X. Q. Wang et al. / HEALTH 2 (2010) 804-810

807

0.05); during the post-test, the experimental group scored

much higher than th e con trol group in respect of th e sub-

scales and the total scale of the life meaning (p < 0.05).

3.2. Average Increase of Post-Test Scores

over Pre-Test Scores of Experimental

Group and Control Group

Such increase was obtained by post-test scores minus

pre-test scores of experimental group and control group.

The independent-samples t test was then used to verify

and compare the difference between the average in-

creases of the two groups. Results have shown that the

increase of the experimental group’s scores on all sub-

scales and the total scale of life meaning is much higher

than that of the control group (p > 0.05) (Table 2).

3.3. Analysis on Gender Effect during the

Supervised Movie Appreciation of

Experimental Group

We took all subscales and the total scale on college stu-

dents’ life meaning, including two dependent variable of

pre-test and post-test, as the within-subjects factors and

took the gender, including two value label of female and

male, as the between-subjects factors. We used the re-

peated measures ANOVA to examine whether there was

the main effect of gender during the supervised movie

appreciation experiment. Results have shown that the

main effects of gender were unremarkable for the four

subscales, including will to meaning, life purpose, life

control and suffer acceptance, and the total scale. They

were respectively F (1, 18.2 29) = 0.599, p = 0.442; F (1,

5.601) = 0.476, p = 0.493; F (1, 1.371) = 0.109, p =

0.743; F (1, 30.672) = 2.055, p = 0.158; F (1, 121.072) =

0.792, p = 0.377. The r esults showed that gender ha d no

significant effects on the scores.

3.4. Comparison between the Post-Test

Score of the Experimen t al Group fo r the

First Time and the Post-Test Score One

Week Later

We conducted the post-test again one week following the

experiment to find out whether the effect of this inter-

vention experiment was sustainable (1 participant is ab-

sent) and compared the results with the repeatedly

measured paired-samples t test used for the post-test for

the first time. Then we found that there was no signifi-

cant difference between the scores of the two post-tests

(p > 0.05). This demonstrates that the intervention still

have effect on students’ life meaning sense one week

later (Table 3).

3.5. Subjective Evaluation

The participants were all conscientiously watching the

movie when it was on, and some participants even took

the lead to applaud as the movie was over. The experi-

menter observed that the participants were all moved by

Table 2. Average increase of post-test scores over pre-test scores of experimental group and control group.

Will to Meaning Life Purpose Life Control Suffer acceptance Total Scale

Average Increase of Experimental

Group (n = 56) 2.95 ± 4.30 1.91 ± 2.02 1.68 ± 3.26 1.27 ± 2.29 7.80 ± 9.34

Average Increase of Control Group

(n = 46) 0.20 ± 2.41 0.41 ± 1.56 0.26 ± 2.46 –0.15 ± 1.94 0.72 ± 4.40

t 3.870﹡﹡﹡ 4.120﹡﹡﹡ 2.434﹡ 3.331﹡﹡ 4.730﹡﹡﹡

Note: ﹡p < 0.05; ﹡﹡p < 0.01; ﹡﹡﹡p < 0.001

Table 3. Comparison between the post-test score of the experimental group for the first time and the post-test score one week later (n

= 55).

Post-Test (1st Time) Post-Test (1 Week Later) t

Will to Meaning 40.29 ± 3.81 39.84 ± 3.96 1.173

Life Purpose 16.07 ± 2.47 16.04 ± 2.52 0.142

Life Control 28.48 ± 2.71 27.88 ± 2.95 1.542

Suffer acceptan c e 22.55 ± 2.70 22.11 ± 2.66 1.761

Total Scale 107.39 ± 8.30 105.86 ± 9.29 1.750

X. Q. Wang et al. / HEALTH 2 (2010) 804-810

808

the movie and have ever shed tears because their canthi

were wet. Most participants indicated, during the post

counseling and in their feedback, that the experimenter ’s

pre-video introduction played an important role in

stimulating their interest. For example, a student sur-

named Hu wrote down that “It is said that this movie can

‘make all men shed tears’, and this makes me interested

in it. I wonder what can bring so many awards for this

movie and make it so attractive?” Meanwhile, the envi-

ronment of the rural areas, where the story took place,

was similar to some extent to the participant’s living

environment. For example, a participant surnamed Wen

wrote down that “It seems that the story took place in

my hometown”. In addition, the movie is close to our

life and this is also important for the movie to receive

wide identification . For example, a participant surnamed

Zhang wrote down that “It is so close to my life that I

feel it should be a true event instead of just a story”.

From the perspective of father-son relationship which

has strong emotional shock, the story demonstrated

many issues on life meaning, including career, love,

family and responsibility. All of those also co n cern ed the

college students and may better penetrate and enlighten

the participants. For example, a participant surnamed

Huang and another surnamed Sheng respectively wrote

down th at “This is th e first time that I watch a movie so

conscientiously that I never miss any scene. It shocked

me so much that I have received a spiritual baptism” and

that “The emotion revealed is moving although the plot

is plain”. The experimenter guided, during the post

counseling, the participan ts to exchang e their feelings on

the movie based on their experiences in the past life.

Other participants applauded to reinforce the effect and

emotional resonance was thus caused, which deepened

the participants’ comprehension on the movie and con-

solidated the intervention effect. To sum up, the most

common words repeated by the participants were “re-

sponsibility, mission, belief, hope, expectation, and

value and meaning of life”, no matter whether during an

immediate exchange of feelings or an after-class discus-

sion. In addition, so me participan ts pondered an d made a

further process on the movie following the experiment.

For example, a participant surnamed Li wrote down that

“I even pondered the movie for an extremely long time”

thereafter.

4. DISCUSSION

The purpose of this study is to investigate the effect of

supervised movie appreciation on improving college

students’ life meaning sense. The results have shown that

the supervised movie appreciation may remarkably im-

prove college students’ life meaning sense. This is iden-

tical to the idea that “movie appreciation is helpful to

achieve mental health” [12-14] and preliminarily proves

the idea by empirical evidence. In addition, we also

found in this study that the gender did not cause signifi-

cant impact on the experimental results and that there

was no significant difference between the scores for the

post-test one week after the experiment and the post-test

for the first time. This indicates that the effect of this

experiment is sustainable and further proves that super-

vised movie appreciation is an effective mean to im-

prove the life m eani ng sense among college students.

Why the supervised movie appreciation may improve

the life meaning sense among college students? The

reasons are: 1) it is the precondition to control and re-

move irrelevant variables. For example, we selected the

freshmen that have not watched the movie as the par-

ticipants for the experimental group and the control

group and effectively controlled the variables of such

participants, includ ing the gender, the grade and the age.

2) It assures successful intervention to make an inte-

grated and feasib le counselin g proposal. Th is exp eriment

was conducted in accordance with BU Hong’s interven-

tion model combined by “pre-video, post counseling”

[13] and the results proved that the model was feasible

and played an important role in counseling. It was help-

ful for the experimenter to set the intervention direction

for participants to demonstrate the key words during

pre-video introduction and make the participants under-

stand their life meaning before the movie began; the

participant would connect the plot with the intervention

theme consciously or unconsciously when they were

watching the movie. Meanwhile, the introduction of some

basic information on the movie was helpful to stimulate

the participant’s interest as said by the participant sur-

named Hu during the subjective evaluation. In addition,

it was also helpful to consolidate the effect when indi-

viduals’ attitudes formed during the intervention can be

transferred to reality situations [15]. The experimenter

directed the participants during the post-counseling to

talk about their feelings based on their experiences and

this was helpful for the participants to further compre-

hend, transfer and consolidate the theme of the interven-

tion. 3) It is crucial for successful intervention to select

appropriate movie. Supervised movie appreciation is

helpful to achieve students’ mental health, but it doesn’t

mean that this objective can be realized by selecting a

movie at random. The key is to find an appropriate

movie that can cause strong resonance [14]. Therefore,

the selection of movie is extremely important and it

should follow certain principle [12]. In this study we

searched a movie with a theme close to the life meaning

from the Internet and from various other channels before

the intervention, analyzed the basic information, intro-

X. Q. Wang et al. / HEALTH 2 (2010) 804-810

809

duction and review of the related movies and watched

and discussed the movie before making determination.

Finally, we selected POSTMAN IN THE MOUNTAINS

as the intervention material to improve the life meaning

sense. The cultural settin gs of this movie is si milar to the

participants’ living environment to some extent, the plot

seems like a true story, the picture is beautiful and the

music is pleasant, so it was highly accepted. The movie

stimulated much of the participants’ emotion and caused

great shock to them via the father-son relationship. The

father and the son in the movie were faced with many

issues in respect of life meaning, including career, love,

family and responsibility, and such issu es were just those

concerning most college students and frequently dis-

cussed by them. It was not only consistent with the col-

lege students’ psychological characteristics, but also

close to the theme of the intervention; it may better per-

meate the intervention and enlighten the participants. 4)

It is of significant importance whether the participant

identified, catharsised and insighted the theme of the

intervention during the supervised movie appreciation.

How can the supervised movie appreciation improve the

participant’s mental quality? We believe that the func-

tions of supervised movie appreciation may be explained

from psychological “identification, catharsis and insight”

[10,16]: the participants consciously or unconsciously,

when wa tching th e mov ie, regard ed the ch ar acter istic s of

the protagonist as their own characteristics and deemed

the roles in the movie as themselves to achieve identifi-

cation; then they further experienced the emotional con-

flict and strain in the circumstances in the movie after

they entered into the spirit of the character so that the

self suppressed at ordinary times and their overload in-

hibition can be released and the emotion can be cathar-

sised; finally, they gradually sublimated, insighted and

internalized the theme of the intervention at the time of

identification and catharsis under the direction of the

movie, and the post-counseling and their preparation of

feedback may further help them comprehend, internalize,

transfer and consolidate the experimental effect.

There are still limitations in this study although it has

been proved that supervised movie appreciation may

effectively improve the life meaning sense among col-

lege students in the experimental group. 1) The scope for

selecting participants is limited. Only a small number of

freshmen were appropriate to this study. It has been

proved via certain study [17] that the freshman’s mental

quality level is quite different from that of the college

students in higher grade; therefore it needs further re-

search and verification whether this experiment is effec-

tive to all college students. In addition , most participants

receiving the intervention in this study were from rural

areas and their living environment was quite similar to

that in the movie, which may help such participants

identify the movie and enhance the intervention effect.

Therefore, it also needs further research whether this

experiment is effective to the college students from ur-

ban areas. 2) Other subjective items, which were not

related to the life meaning sense, should be designed as a

control variable and included in the further research to

make the result more reliable. 3) It also needs further

research and investigation whether this experiment is

effective no matter whether there is direction or not dur-

ing the movie appreciation and whether such effects are

the same or different.

5. CONCLUSIONS

The scores on the subscales of will to meaning, life pur-

pose, life control, suffer acceptance and on the total scale

have improved significantly and such improvement is

sustainable to some extent. No gender difference was

found on the experimental effect. Results have shown

that supervised movie appreciation is an effective mean

to improve the life meaning sense among college stu-

dents.

6. ACKNOWLEDGEMENTS

This study was supported by the fund of School Social Work Safeguard

System for College and Middle School Student’s Mental Health

(06XSH012), and supported by Key Project “Strategies on Cultivating

College and Middle School Students’ Personality Traits” at Key Hu-

manity Social Science Research Institute in Chongqing.

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