为探明负性生活事件与个体智慧的复杂关系，本研究采用负性生活事件问卷、整合智慧量表、自我实现动机量表以及生命意义感问卷等对309名被试进行施测，结果发现：负性生活事件负向预测个体智慧，正向预测焦虑和抑郁；负性生活事件通过焦虑和抑郁的链式中介作用降低个体智慧，并进一步损害生命意义感；自我实现动机与负性生活事件交互预测个体智慧，更多的负性生活事件会削弱自我实现动机与个体智慧的积极联系。这些结果揭示了负性生活事件对个体智慧的消极作用，提示人们正视苦难，以积极的态度应对生活中的挑战。

Although not everyone shapes history, everyone is present as it unfolds. Recognizing oneself as a witness to history may become especially important in an era marked by frequent landmark events. In this research, we locate individuals in the ongoing process of history and examine its existential benefits. Specifically, we hypothesize that witnessing history (i.e., the subjective sense of witnessing or being present as history unfolds) enhances meaning in life, both in terms of the presence of meaning and the search for meaning. Through five investigations, using a multi-method approach that includes large-scale field data from Weibo (2,317,527 posts) alongside experimental and field studies (N = 1,945), we found that witnessing history contributes to or increases presence of and search for meaning. Further, connectedness to history mediates the effect of witnessing history on the presence of meaning, and a broadened perspective mediates its effect on the search for meaning. Our research provides a novel insight into how situating individuals within the ongoing progress of history can benefit their meaningful existence, and highlights the importance of cultivating a historical awareness and preserving historical heritage.

This study aims to identify the associations between teacher mental health and student mental health. Cross-sectional data were collected from 127,877 students aged 9–20 years and 2,759 teachers across 31 provinces in China. The mental health of students and teachers were assessed by well-being (life satisfaction and positive mental health), and psychological distress (depression and anxiety). Controlling for demographic variables, multilevel regression analyses suggest that higher teacher positive mental health was linked to higher student positive mental health and lower student depression; higher teacher depression were correlated with higher student depression; and teacher life satisfaction and anxiety were not correlated with any indicators of student mental health. The study highlights the significant association between teacher mental health and student mental health.