研究目的：本研究基于死亡反省理论，将国外实验室诱发死亡反省的操纵进行本土化， 检验在大学生群体中的诱发效果。并进行适应性修订，形成干预方案，通过测量死亡焦虑、 内隐死亡态度、生命意义感、死亡反省水平的前后测差异，考察所制定干预方案对大学生 的干预效果。

研究方法：本研究包含两个子研究，研究一检验死亡反省操纵，研究二依据死亡反省 操纵开发干预方案，并检验干预的有效性。研究一采用随机对照试验，研究设计为 2×2 混 合实验设计，被时间变量为干预类型，被试内变量为时间。干预组进行死亡反省操纵，对 照组进行自由书写。测量前测、后测的死亡反省变化（中文版死亡反省量表）。研究二采 用随机对照试验，研究设计为 2×3 混合实验设计，被试间变量为干预类型，被试内变量为 时间。以大学生为研究对象，将符合纳入条件的被试随机分为干预组（n = 24）和对照组 （n = 23），干预组接受为期 8 周的书写任务干预，干预任务包含了死亡反省的核心成分： 面对真实死亡、生命回顾和他人视角。对照组进行自由书写，书写日期和时间与干预组一 致，书写内容为自由书写当天或当周的生活事件及心情。测量干预前（第 0 周）、干预后 （第 8 周）、干预后一个月随访（第 13 周）的死亡焦虑（中文版死亡焦虑量表）、内隐 死亡态度（内隐联想测验）、生命意义感（中文版生命意义感问卷）和死亡反省（中文版 死亡反省量表）。

结果：研究一结果表明死亡反省操纵适用于我国大学生，诱发后死亡反省水平显著升 高。研究二的结果显示全样本大学生在干预前后各变量无显著差异。中等水平死亡焦虑大 学生在干预前后死亡焦虑降低，差异具有显著性；在后测时，干预组死亡焦虑水平显著低 于对照组；随访测量时，干预组死亡焦虑水平显著低于前测水平。高水平组干预前后无显 著差异。

结论：死亡反省操纵能显著提高我国大学生的死亡反省水平。基于死亡反省理论开发 的干预适用于我国文化背景下的大学生，干预方案能显著降低中等水平死亡焦虑大学生的 死亡焦虑水平。

Objective: Based on death reflection theory, this study localized a foreign laboratory manipulation for inducing death reflection and examined the effect of the induced effect in a college student population. It was also adapted and revised to form an intervention program to examine the intervention effects of the developed intervention program on college students by measuring the pre- and post-test differences in levels of death anxiety, implicit death attitudes, sense of meaningfulness of life, and death reflection.

Methods: This study contains two sub-studies, Study 1 examines the death reflection manipulation and Study 2 develops an intervention program based on the death reflection manipulation and examines the effectiveness of the intervention. Study 1 used a randomized controlled trial with a 2 × 2 mixed experimental design, with the time-invariant being the type of intervention and the within-subjects variable being time. The intervention group underwent a death reflection manipulation and the control group underwent free writing. Changes in death reflection (Chinese version of the Death Reflection Scale) were measured in the pre-test (first day) and post-test (second day). Study 2 was a randomized controlled trial with a 2 × 3 mixed experimental design, with the between-subjects variable being the type of intervention and the within-subjects variable being time. Using university students as study participants, subjects who met the inclusion criteria were randomly divided into an intervention group (n=24) and a control group (n=23). The intervention group received an 8-week writing task intervention that included the core components of death reflection: facing real death, life review, and others' perspectives. The control group underwent free-writing at the same date and time as the intervention group, and the writing consisted of free-writing about life events and moods of the day or week. Death anxiety (Chinese version of Templer-Death Anxiety Scale), implicit death attitudes (Implicit Association Test), meaning in life (Chinese Meaning in Life Questionnaire) and death reflection (Chinese version of the Death Reflection Scale) were measured before (week 0), after (week 8) and at the one-month follow-up (week 13) after the intervention.

Results: The results of study 1 showed that the death reflection manipulation was applicable to our college students, and the level of death reflection was significantly higher after the induction. The results of study 2 showed no significant differences in the variables between the full sample of college students before and after the intervention. Moderate level death anxiety college students had lower death anxiety before and after the intervention, with significant differences; at the posttest, the intervention group had significantly lower levels of death anxiety than the control group; and at the follow-up measurement, the intervention group had significantly lower levels of death anxiety than the pretest level. There was no significant difference between the high level group before and after the intervention.

Conclusion: The death reflection manipulation can significantly improve the level of death reflection among college students in China. The intervention developed based on death reflection theory was applicable to college students in our culture, and the intervention program significantly reduced the level of death anxiety in college students with moderate level of death anxiety.