The Impact of Childhood Trauma on Sense of Meaning in Life among Middle School Students: The Chain Mediating Roles of Social Support and Core Self-Evaluation

Abstract Background: The adverse effects of childhood trauma on the sense of meaning in life among middle school students have received widespread attention. Previous research has focused mainly on the direct connection between the two factors; however, little is known about the potential mediators of this relationship. To address this gap, the present study constructed a chain mediation model to examine whether social support and core self-evaluation mediate the association between childhood trauma and sense of meaning in life among middle school students. Methods: A total of 2273 middle school students completed a self-report questionnaire about their childhood trauma, sense of meaning in life, social support, and core self-evaluation. The data were collected from students at 23 middle schools in South China. Statistical analysis was conducted via SPSS 27.0 and SPSS PROCESS. Results: The results indicated that (1) the direct effect of childhood trauma on the sense of meaning in life among middle school students was significant, and (2) social support and core self-evaluation significantly mediated the relationship between childhood trauma and sense of meaning in life via three mediating pathways: the individual mediating role of social support, the individual mediating role of core self-evaluation, and the chain mediating roles of social support and core self-evaluation. Conclusions: Our findings indicate that mitigating the negative impact of childhood trauma, increasing the strength of social support networks, and cultivating positive core self-evaluation may be key strategies for enhancing the sense of meaning in life among middle school students.