Abstract
This mixed-methods study was conducted to compare and analyze the perceptions of children and their parents regarding the meaning of the children's life. First, children's and parents' perceptions of the meaning of life were analyzed using a quantitative approach, and the cognitive differences between children and parents were then confirmed through a qualitative approach. We integrated the collected data comprehensively. Ten significant differences (awareness of strong points, recognizing oneself as a precious being, relationships with friends, happy memories, liking people, experiencing difficulty, dreams and goals, experiencing love, appreciating life, helping people who are poorer than me) were identified between children and parents. The results of the content analysis of the qualitative data were divided into two variables: children's experiences of the meaning of life (78 significant statements, 32 sub-themes, and 10 themes) and parents' perceptions of the meaning of life of their children (89 significant statements, 36 sub-themes, and 10 themes). Based on these results, we propose developing meaning-centered intervention programs for children and parents and applying them for educational purposes. By doing so, we expect that meaning-centered education for elementary school students will become more active.
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