初中阶段是个体从童年期向青年期的过渡阶段。一方面，初中生还保留着对家庭、成年人的较高依赖，家庭功能对其人格的塑造发挥着极大的作用；另一方面，初中生的自我意识不断发展并渴望独立，面临着“自我同一性和角色混乱”的矛盾，这也是其探索与形成生命意义感的重要时期。以往的研究证明，生命意义感孕育于家庭，并在个体成长过程中，通过与环境的相互作用逐渐构建。自我同情是个体面对困难时的一种积极的自我认知与态度，应对方式是压力情境下采取的认知和行为策略，对个体心理健康具有重要作用。因此本研究旨在探讨初中生家庭功能与生命意义感之间的关系，并考察自我同情和应对方式的中介作用。

本研究采用问卷调查法，使用本土化后的家庭功能评定量表、生命意义感量表、自我同情量表和中学生应对方式量表，以珠海市某初中的869名学生为研究对象，并通过SPSS27.0和Process插件进行数据分析，研究结论如下：

初中生的家庭功能、自我同情和生命意义感总体上处于中等偏上水平，应对方式上更多使用积极应对方式，较少使用消极应对方式，在部分人口学变量上存在显著差异。

除应对方式中消极应对方式与生命意义感总体和拥有意义感之间不存在显著相关外，其余变量两两之间均存在显著相关。

家庭功能对生命意义感具有显著正向预测作用。

自我同情和积极应对方式在家庭功能和生命意义感间存在中介作用。

将自我同情和积极应对方式纳入家庭功能对寻求意义感的作用模型之中，发现家庭功能无法直接对寻求意义感产生影响，但家庭功能可以通过积极应对方式的单独中介作用或者自我同情和积极应对方式的链式中介作用对寻求意义感产生影响。

将自我同情和积极应对方式纳入家庭功能对拥有意义感的作用模型之中，发现家庭功能可以正向预测拥有意义感，且自我同情和积极应对方式在其中的单独中介和链式中介作用均成立。

    可见，初中生的家庭功能可以通过自我同情和积极应对方式对生命意义感产生影响。因此，在对初中生的生命教育中，既需要学校加强生命教育，家长创设良好的家庭氛围，社会提供服务，实现家校社合作，也需要初中生调动主观能动性，增强心理力量。

The junior high school stage is the transition stage for an individual from childhood to adolescence. On the one hand, junior high school students still retain high dependence on their family and adults, and family function plays a great role in shaping their personality. On the other hand, their self-consciousness continues to develop. They aspire to be independent. At the same time, they face the contradiction of "self-identity and role confusion". So, it is also an important period for them to explore and form the meaning in life. Previous studies have proved that meaning in life is conceived in the family. On the road of growth, individuals continue to interact with the world and build their meaning in life little by little. Self-compassion is a positive self-perception and attitude when an individual faces difficulties. The coping styles mean the cognitive and behavioral strategies adopted in stressful situations.  Both of them play an important role in the mental health of individuals. Therefore, the purpose of this study is to analyze the relationship between junior high school students’ family function and meaning in life, and to examine the mediating role of self-compassion and coping styles.

In this study, 869 students from a junior high school in Zhuhai were were selected as the research objects by using the localized Family Assessment Device, Meaning in Life Questionnaire, the Self-compassion Scale and the Coping Style Scale for Middle School Students. The data were analyzed through SPSS27.0 and Process plug-in. The conclusions of the study are as follows:

The Junior high school students' family function, self-compassion and meaning in life were generally at the upper middle level, and the coping styles were more positive and less negative, and there were significant differences in some demographic variables.

There was no significant correlation between negative coping styles and overall meaning in life and presence of meaning in life. But there was significant correlation between the other variables.

Family function had a significant positive predictive effect on meaning in life.

Self-compassion and positive coping styles mediated between family function and meaning in life.

When self-compassion and positive coping styles were included in the model of family function on the search for meaning in life, it was found that family function couldn’t directly affect the search for meaning in life. But family function had an impact on the search for meaning in life through the mediation of positive coping styles alone or the mediation of self-compassion and positive coping styles in chain.

When self-compassion and positive coping styles were included in the model of family function on presence of meaning in life, it was found that family function could positively predict the presence of meaning in life, and the independent and chain mediating effects of self-compassion and positive coping styles are valid.

It can be seen that the family function of junior high school students has an impact on the sense of meaning of life through self-compassion and positive coping styles. Therefore, in the life education of junior high school students, it is necessary not only for schools to strengthen life education, parents to create a good family atmosphere, society to provides services to realize home-school-community cooperation, but also for junior high school students to mobilize their subjective initiative and enhance their psychological strength.