The Impact of Recalling Past Athletic Experiences on the Sense of Meaning in Transitioning Collegiate Athletes: A Dual Mediation Model of Emotional Balance and Identity Exploration

The Impact of Recalling Past Athletic Experiences on the Sense of Meaning in Transitioning Collegiate Athletes: A Dual Mediation Model of Emotional Balance and Identity Exploration | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Impact of Recalling Past Athletic Experiences on the Sense of Meaning in Transitioning Collegiate Athletes: A Dual Mediation Model of Emotional Balance and Identity Exploration Hao Xu, Xiaowen Li, Yu Liu, Cheng Zhong This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6989928/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 8 You are reading this latest preprint version Abstract Background Transitioning collegiate athletes, particularly those who have withdrawn from professional sports due to injury or performance decline, often face psychological challenges related to identity loss and diminished life meaning. This study explores whether recalling past athletic experiences can serve as an effective psychological intervention to enhance the sense of meaning in this population and examines the underlying mechanisms of this effect. Methods Two randomized controlled experiments were conducted involving former high-level student-athletes now enrolled in university. Participants were randomly assigned to either an experimental group that recalled structured autobiographical athletic experiences or a control group that recalled general life events. Outcome variables included presence of meaning, search for meaning, emotional balance, and identity exploration. Linear mixed-effects models were used to analyze intervention effects, and mediation analyses were conducted using bootstrapping procedures. Results The experimental group demonstrated significantly greater improvements than the control group across all four outcome variables (ps < .01). Mediation analyses revealed two distinct mechanisms: emotional balance partially mediated the effect of the intervention on the presence of meaning, while identity exploration partially mediated the effect on the search for meaning. Additionally, Experiment 2 confirmed that recalling athletic experiences yielded stronger effects on identity-related outcomes compared to recalling general life experiences. Conclusions Recalling past athletic experiences offers unique psychological benefits for transitioning athletes by enhancing emotional regulation and stimulating identity exploration. These findings support the use of structured memory recall as a targeted intervention to promote meaning construction and identity reconstruction in athletic retirement contexts. Future applications should consider individual emotional readiness and cultural context to optimize intervention outcomes. Trial registration: Not applicable. The study was ethically approved by the Department of Science and Technology, Sichuan Institute of Industrial Technology (Approval date: December 1, 2024). transitioning athletes past athletic experiences recall sense of meaning emotional balance identity exploration Figures Figure 1 Figure 2 Figure 3 1. Introduction For high-level transitioning athletes who have prematurely withdrawn from professional sports arenas due to injuries or performance plateaus and have subsequently entered universities, the reconstruction of identity and psychological adaptation often present major challenges. Recalling past athletic experiences, particularly positive fragments, may exert profound effects on individuals’ emotional states and sense of meaning. In this study, "Past Athletic Experiences" refer to autobiographical memories accumulated during an individual’s athletic career, including personal experiences of competition, training processes, teamwork, experiences of victory and defeat, and moments of personal breakthrough—events that are highly associated with one's "athletic identity." Such memories are typically characterized by high emotional intensity and strong self-relevance and are considered "self-defining memories" [ 1 ]. The cognitive and emotional responses evoked by these memories have unique psychological effects on identity formation and the construction of meaning [ 2 ]. Particularly within the framework of structured recall guidance, these memories closely tied to the "athlete role" are regarded as "identity-salient memories," playing a central role in emotional regulation and meaning-making processes. According to Fredrickson's "broaden-and-build theory," positive emotions not only expand individuals’ immediate thought-action repertoires but also build enduring psychological resources, such as resilience and a sense of meaning, over the long term [ 3 ]. This theory emphasizes that positive emotions facilitate adaptive capacity and psychological growth when individuals face challenges by broadening their cognitive and behavioral patterns. From an emotional regulation perspective, the ability to recall positive athletic experiences can serve as an effective emotional regulation strategy, helping individuals repair negative emotions and enhancing their psychological well-being [ 4 ]. This emotional regulation process assists individuals in maintaining a positive emotional state when confronted with current life stressors, thereby increasing their life satisfaction and sense of meaning. Specifically, recalling positive fragments of athletic experiences, such as striving, honor, and being recognized, can evoke positive emotional experiences, enabling individuals to appraise their lives with greater capability and optimism, thereby enhancing the presence of meaning—that is, the perception that "life at present is meaningful." Previous studies have shown that positive emotions partially mediate the relationship between creativity and the sense of meaning of life, further supporting this viewpoint [ 5 ]. Thus, this study proposes Hypothesis 1: H1 Recalling past athletic experiences enhances the presence of meaning among collegiate transitioning athletes. However, for high-level student athletes who have prematurely exited the professional sports arena due to injuries or performance plateaus and subsequently enrolled in universities, retirement signifies not only the cessation of competitive events or systematic training but also the abrupt discontinuation of a core identity role. This transition often triggers significant negative psychological reactions, including emotional downturns, identity confusion, loss of direction, and "identity loss" [ 6 , 7 ]. Particularly in contexts lacking systematic psychological preparation and support, these individuals are prone to falling into dissonance between their "past glory" and "present predicament," leading to a sense of self-devaluation [ 8 ]. Moreover, although athletic experiences theoretically serve as positive psychological resources that can be recalled and mobilized, existing research indicates that memories are not always imbued with positive emotions. In contrast, for some retired athletes, recalling key losses, elimination events, or career-ending injuries can trigger negative emotional responses such as shame, guilt, and self-denial [ 9 ], thereby exacerbating their psychological burden. Given that recalled content may evoke divergent emotional responses, the emotional state experienced during the recall of athletic experiences becomes a key variable influencing the effectiveness of meaning construction. Therefore, this study introduces "Emotional Balance" as a core mediating mechanism to reveal how different emotional states regulate the process by which memory affects the presence of meaning. Emotional balance refers to the dynamic equilibrium between positive and negative emotions experienced by an individual over a given period, commonly represented by "the positive emotion score minus the negative emotion score" [ 10 ]. This indicator reflects not only the current emotional regulation status of the individual but also one of the core psychological predictors of well-being and sense of meaning [ 11 ]. From the perspective of positive psychology, maintaining emotional balance is considered a manifestation of psychological resilience, facilitating a more integrated understanding of life and the construction of the presence of meaning [ 12 ]. Integrating the framework of memory therapy, it is evident that the emotional impact of recalled content is not unidirectionally positive; rather, it results from the interplay of the individual's current psychological state, memory structure, and emotional processing style [ 13 ]. When individuals are guided to recall positive and meaningful fragments from their athletic careers, such as athletic breakthroughs, team honors, or self-transcendence, positive emotional responses can be significantly activated, elevating emotional balance levels and providing emotional resources for the generation of meaning. However, if individuals lack the ability for positive reprocessing of memories or passively dwell in negative memories of loss or shame, their emotional balance may deteriorate, thus impairing their ability to construct meaning. Research has confirmed that emotional balance often serves as a mediator in the process of meaning construction following major life events [ 5 ]. Positive emotions enhance the perception of life coherence, making it easier for individuals to integrate their experiences into a meaningful life narrative [ 14 ]. In the context of athletic retirement—a "situational discontinuity"—structured positive recall can help reactivate emotional connections to athletic identity, thereby balancing the emotional fluctuations caused by identity transition and strengthening the cognitive evaluation that "life at present is still meaningful" [ 15 ]. Thus, in the mediating Model 1 proposed in this study, emotional balance is considered the key psychological mechanism linking "recalling past athletic experiences" to "presence of meaning," and the following hypothesis is proposed: H2 Emotional balance mediates the relationship between recalling past athletic experiences and the presence of meaning. Moreover, during the identity transition process experienced by athletes, the deeper challenge—beyond emotional adjustment—lies in the reconstruction of personal identity and the reorientation of life direction [ 16 ]. Recalling peak experiences from one’s athletic career not only serves as a psychological resource for emotional regulation [ 17 ] but also may evoke profound reflection on questions such as "Who am I? ", "Who was I? ", and "Who will I become? ", thereby triggering the psychological process of identity exploration [ 18 ]. Accordingly, this study introduces the concept of identity exploration, which was originally derived from Marcia’s identity status theory [ 19 ] and refers to individuals' active examination and diverse experimentation with core life domains such as values, goals, and self-roles. It is considered a crucial process in identity construction. Luyckx et al. [ 20 ] further proposed that identity exploration represents a critical mechanism through which individuals reassess and reconstruct their self-identity when their life changes, facilitating the formation or rebuilding of life meaning. Recalling and narrating personal experiences can activate memory networks associated with specific identities, prompting individuals to reflect on life goals and future directions and thereby initiating the process of identity exploration [ 21 ]. Within the framework of meaning-making theory, Park suggested that, after experiencing stress or major life transitions [ 22 ], individuals often need to engage in cognitive processing mechanisms—such as reappraisal, exploration, and integration—to address disruptions in their existing meaning systems. This process helps alleviate psychological imbalance and promotes the reconstruction of life meaning. Exploration, which serves as a bridge connecting past experiences with future directions, plays a pivotal role in this meaning-making process. For collegiate transitioning athletes, the termination of an athletic identity removes them from their former "athlete" role, whereas new roles (e.g., student, ordinary young adult) have not yet been fully established. This "identity vacuum" can easily lead to loss of direction and goal discontinuity [ 9 ]. Against this backdrop, the structured recall of meaningful and achievement-related experiences from their athletic careers helps evoke integrative reflections on "who I am and who I was," thereby activating a sense of self-continuity and growth motivation, ultimately promoting proactive exploration of life meaning in the new stage. Notably, identity exploration is not merely a direct cognitive outcome of athletic memory recall but also constitutes a psychological pathway through which individuals internalize peak experiences into future-oriented meaning pursuits. In other words, through the process of "redefining who I am," individuals transition from passive recall to active questioning of "why do I exist," achieving a cognitive leap. Identity exploration thus serves as a mediating mechanism that integrates past experiences with future meaning construction. Previous research has confirmed a significant positive relationship between identity exploration and the search for meaning. Negru-Subtirica et al. [ 23 ] reported that adolescents and college students with higher levels of identity exploration are more likely to exhibit strong existential questioning and goal-setting tendencies. Particularly during phases of identity disruption or transformation, exploratory self-processing not only becomes a necessary process for identity reconstruction but also acts as a cognitive engine for the pursuit of meaning [ 24 ]. Therefore, in Pathway 2 of the present study, identity exploration is posited as the key psychological mechanism linking "recalling past athletic experiences" and the "search for meaning." On the basis of the aforementioned theoretical and empirical foundations, the following hypotheses are proposed: H3 Recalling past athletic experiences enhances the search for meaning among collegiate transitioning athletes. H4 Identity exploration mediates the relationship between recalling past athletic experiences and the search for meaning. Although a substantial body of research has indicated that recalling positive past experiences facilitates emotional regulation and psychological resilience [ 25 ], the literature predominantly focuses on everyday life events among the general population [ 26 ], with relatively little attention given to how specific types of memories influence the sense of meaning in the context of identity transitions. For high-level student athletes from sports schools who have exited professional training systems due to injuries or performance limitations and have transitioned into university studies, past athletic experiences are not only deeply embedded within their self-identity structures but also carry significant goal-directedness, experiences of achievement, and a sense of social recognition. During identity transition periods, such "core identity memories" may serve as crucial psychological resources for reconstructing meaning systems and role identities. Compared with general life memories, athletic experiences typically involve stronger physical arousal, more immediate feedback mechanisms, and higher emotional intensity and are endowed by individuals with more profound structural cognition and meaning interpretation [ 27 ]. Previous studies have noted that such highly arousing and self-relevant memories are more likely to be encoded as "self-defining memories," exerting significant psychological effects in activating identity awareness, integrating life narratives, and constructing meaning [ 1 , 28 ]. Therefore, athletic memory, compared with the recall of ordinary life events, may possess unique advantages in promoting the formation of a sense of meaning. However, there is still a lack of systematic empirical research investigating whether the recall of athletic experiences has relative advantages across different dimensions of the sense of meaning. In particular, under the guidance of structured recall, whether athletic memories can effectively enhance individuals' subjective affirmation of the meaning of their current lives (presence of meaning) and activate future-oriented motivations to search for meaning (search for meaning) remains to be further validated. This research gap limits the expansion of memory-based interventions among populations undergoing identity transitions and hampers our understanding of the differential mechanisms by which different types of memories contribute to meaning construction. In summary, this study proposes that, compared with the recall of general life experiences, the recall of past athletic experiences is more likely to result in distinctive advantages in the process of meaning construction, especially by stimulating identity exploration and enhancing the search for meaning. On the basis of this reasoning, the following hypothesis is proposed: H5 Compared with recalling general life experiences, recalling past athletic experiences is more likely to stimulate individuals' identity exploration and search for meaning, resulting in more significant psychological construction benefits. To test the above hypotheses systematically, two field experiments were designed in this study. Experiment 1 focused on exploring how "recalling past athletic experiences" influences the presence of meaning and the search for meaning through the dual-pathway mechanisms of emotional balance and identity exploration, thereby verifying its positive psychological effects among collegiate transitioning athletes. Experiment 2 employed a between-group comparison design to contrast the effects of recalling athletic experiences with those of general life experiences on different dimensions of meaning construction, aiming to clarify the mechanism advantages of athletic recall during the identity reconstruction stage. The conceptual framework of the proposed model is illustrated in Fig. 1 . This research is expected not only to deepen our understanding of the emotional‒cognitive dual-channel mechanisms underlying different types of autobiographical memory in meaning construction but also to provide a theoretical foundation and empirical support for targeted interventions based on memory therapy in the contexts of athletic retirement adaptation, role transition, and psychological reconstruction. In addition, although the emotional valence of the recalled content was preliminarily controlled in the experimental materials, no manipulation checks were conducted to assess the participants' subjective evaluations of emotional arousal intensity, pleasantness, and activation levels. This limitation may restrict the precision of verifying the proposed mechanism pathways. Future studies should incorporate multidimensional emotional measurement indicators to clarify the emotional foundations and cognitive resources upon which different types of memory rely during the activation of meaning experiences. 2. Experiment One: The Impact of Recalling Past Athletic Experiences on the Sense of Meaning among Collegiate Transitioning Athletes 2.1 Participants and Procedures This experiment aimed to investigate the impact of recalling past athletic experiences on the sense of meaning among collegiate transitioning athletes and to explore its underlying psychological mechanisms. A single-factor between-subjects experimental design was adopted, with two intervention conditions: recall of general life experiences (control group) and recall of athletic experiences (experimental group). The study was conducted at two universities in Hubei Province, China, which targeted student athletes from sports schools who had withdrawn from professional teams due to injuries or performance plateaus and were currently enrolled in universities. According to the sample size calculation via G*Power 3.1 software ( α = 0.05, effect size f² = 0.15, statistical power 1 − β = 0.95, two predictors), a minimum of 107 participants was needed. The inclusion criteria were as follows: (1) had prior training or competition at the provincial level or above; (2) were no longer engaged in professional athletic training and were currently studying at a university; and (3) were able to express themselves clearly and complete written materials independently. All participants signed informed consent forms, and the study received ethical approval at the institutional level. A total of 112 valid participants were included (demographic details available in the supplementary materials) and randomly assigned to either the experimental or control group. To enhance intervention validity, participants in the experimental group who failed to clearly recall key events from their athletic careers were excluded; only those capable of accurately describing their past athletic experiences were retained. All participants completed a baseline questionnaire, received the intervention the following day, and completed the posttest questionnaire immediately after the intervention. To accommodate participants unfamiliar with the structured recall process, researchers provided necessary neutral explanations and encouragement without leading statements. All the experiments were conducted in quiet and private settings, such as classrooms or counseling rooms. The intervention sessions were facilitated by two trained psychology researchers responsible for guidance and recording. 2.2 Intervention Experimental Group (Recalling Past Athletic Experiences) The participants in the experimental group were guided through a standardized protocol to recall a personally meaningful episode from their athletic career centered on their "athletic identity." The recalled content included but was not limited to breakthrough competitions, self-transcendence, a sense of achievement from intense training, and emotional experiences of recognition. The intervention was strictly based on the operational definition of "Past athlete experiences," emphasizing emotional intensity and self-relevance, which is consistent with the concept of "self-defining memories." The guided recall covered four aspects: (1) background context; (2) key people and events; (3) personal feelings and reflections; and (4) the impact of the experience on the present self. The entire recall process lasted approximately 25 minutes. Researchers encouraged participants to express themselves in detail, using neutral probing questions without judging or directing the content. Control Group (Recalling General Life Experiences) The participants in the control group underwent similarly structured recall but were asked to recall everyday events from their university life, such as attending a campus event, a casual gathering, or a trip—explicitly unrelated to athletic experiences. Researchers avoided prompts involving identity, self-achievement, or high arousal to ensure that the recalled memories remained neutral, with low emotional arousal and minimal personal significance. Both interventions were standardized to 25 minutes and conducted by the same team of researchers, with consistent pacing, emotional tone, and interaction styles to minimize confounding variables. 2.3 Measures Presence of Meaning Scale The presence of meaning, which assesses whether individuals perceive their current lives as meaningful, was measured via Items 1–5 of the Meaning in Life Questionnaire [ 29 ]. The MLQ is one of the most widely used tools internationally for assessing life meaning and is applicable to both general and athlete populations. Each item was rated on a 7-point Likert scale (1 = completely untrue to 7 = completely true) on the basis of participants’ current feelings. Higher scores indicate stronger experiences of life meaning. The dimension demonstrated excellent internal consistency in this study (Cronbach’s α = 0.89). Search for Meaning Scale The search for meaning, reflecting individuals’ tendencies to seek or strive to infuse their lives with greater meaning, was assessed via Items 6–10 of the MLQ [ 29 ]. Together with the presence of meaning, these two subscales constitute the MLQ’s two-factor structure, which is equally applicable to specific groups such as athletes. Each item was rated on a 7-point scale. Higher scores indicate greater active exploration of meaning. The internal consistency for this dimension was excellent in the present study (Cronbach’s α = 0.90). Emotional balance scale Emotional balance was calculated as the difference between positive and negative emotions and was assessed via the Positive and Negative Affect Schedule (PANAS) developed by Watson. To enhance practicality and cross-cultural applicability, the short version of the I-PANAS-SF [ 30 ], comprising five positive emotion items (e.g., active, alert, determined) and five negative emotion items (e.g., upset, nervous, anxious), was used. Each item was rated on a 5-point scale ranging from "1 = never" to "5 = always," guiding the participants to rate the usual intensity of their emotional experiences. Emotional balance scores were derived by subtracting negative affect scores from positive affect scores. The short form has been widely validated among athlete samples and has good psychometric properties. Internal consistency in this study was confirmed: Cronbach’s α = 0.87 (positive affect), 0.83 (negative affect), and 0.85 (overall emotional balance). Identity Exploration Scale The study used the identity exploration dimension from the Ego Identity Process Questionnaire [ 31 ] to measure individuals’ active exploration of self-identity. This dimension includes 16 items addressing values, career goals, and life planning, with some reverse-scored items. The items were rated on a 6-point Likert scale (1 = strongly disagree to 6 = strongly agree), with reverse-coded items adjusted accordingly. The total scores ranged from 16 to 96, with higher scores indicating a higher level of identity exploration. The internal consistency was excellent in this study (Cronbach’s α = 0.86). 2.4 Results of Experiment One 2.4.1 Testing of the main effects To examine differences in changes between the intervention and control groups before and after the intervention, a linear mixed-effects model (LMM) analysis was conducted. The model included Group, Time, and their interaction (Group × Time) while accounting for between-subject heterogeneity and repeated measures correlations. Compared with traditional repeated-measures ANOVA, LMM offers greater robustness when dealing with relatively small samples and incomplete measurement structures [ 32 ]. The analysis was performed via the lme4 package in R. Table 1 presents the modeling results for the four dependent variables (presence of meaning, search for meaning, emotional balance, and identity exploration). Significant interaction effects were observed for all four dependent variables, indicating that the trajectories of change differed significantly between the intervention and control groups before and after the intervention. Further post hoc test results (see Table 2 ) revealed that after the intervention, the experimental group showed significant increases across all variables, whereas no significant changes were observed in the control group. Figure 2 visually displays the group differences over time via estimated marginal means plots. Table 1 Results of Linear Mixed-Effects Models Presence of Meaning Search for Meaning Emotional Balance Identity Exploration Variables β t β t β t β t Intercept 4.35088 26.037 *** 4.62807 37.171 *** 2.29123 30.993 *** 3.54386 22.745 *** Group 0.15439 0.653 -0.09123 -0.518 0.02456 0.235 -0.12281 -0.557 Time -0.01404 -0.059 -0.06667 -0.405 0.13333 1.275 0.05263 0.239 Group × Time 1.60351 4.798 *** 1.99298 8.554 *** 0.41404 2.800 *** 1.000 3.209 ** AIC 767.9669 634.3949 402.6047 736.6148 BIC 788.543 654.971 423.1807 757.1909 LogLik -377.9834(df = 6) -311.1975(df = 6) -193.3023(df = 6) -362.3074(df = 6) Note: AIC (Akaike information criterion ) and BIC (Bayesian information criterion ) are model fit indices used for model comparison. Lower values indicate better model fit, with the BIC applying a stronger penalty for model complexity. LogLik ( log likelihood ) indicates the log of the likelihood function; higher values suggest better model fit. Table 2 Post hoc tests based on linear mixed-effects models Identity Exploration Presence of Meaning Emotional Balance Search for Meaning Treatment Control Group Treatment Control Group Treatment Control Group Treatment Control Group Pretest 3.42[3.06, 3.78] 3.54[3.23, 3.86] 4.51[4.12, 4.89] 4.35[4.07,4.63] 2.32[2.13,2.51] 2.29[2.1,2.48] 4.54[4.31,4.76] 4.63[4.36,4.89] Posttest 4.47[4.24,4.7] 3.6[3.27,3.92] 6.09[5.87, 6.32] 4.34[3.92,4.75] 2.86[2.79,2.93] 2.42[2.33,2.52] 6.46[6.28, 6.64] 4.56[4.26,4.87] 2.4.2 Mediation analysis All the mediation analyses were conducted via SPSS 26.0 software, which employs the PROCESS macro v4.2 (Model 4) for modeling. Significance testing was performed via the bootstrap method, with 5,000 resampling iterations and a 95% confidence interval. To more accurately capture the psychological changes caused by the intervention, the study used the "change scores" (i.e., posttest minus pretest scores) of the variables as the basis for mediation modeling, following the recommendations of Dimitrov and Rumrill regarding the use of difference scores in pre-post designs for mediation analysis [ 33 ]. To control for the impact of missing data on the analysis results, data integrity checks were conducted during the data cleaning phase. For variables with a missing data rate less than 5%, mean imputation was applied; cases exceeding the threshold were excluded. This procedure followed Rubin's conservative strategy for handling missing data in small sample studies to ensure the robustness and interpretability of the results [ 34 ]. Ultimately, 112 valid participants were included in the analyses. 2.4.2.1 The Mediating Role of Emotional Balance in the "Presence of Meaning" Pathway (Independent Variable: Group, Dependent Variable: Presence of Meaning) The results of the mediation analysis indicated that emotional balance played a significant partial mediating role in the relationship between the intervention group and the presence of meaning. The total effect of the intervention on the presence of meaning was significant (effect = 1.2597, boot SE = 0.3332, 95% CI = [0.5995, 1.9200]). Within the mediation pathway, the indirect effect of the intervention on Presence of Meaning through Emotional Balance was significant (Indirect Effect = 0.3438, Boot SE = 0.1669, 95% CI = [0.0744, 0.7265]), suggesting that part of the intervention effect operated through regulating individuals' emotional states. After controlling for the mediator, the direct effect remained significant (direct effect = 1.2597), indicating that emotional balance partially mediated the relationship between recalling past athletic experiences and the presence of meaning. 2.4.2.2 The Mediating Role of Identity Exploration in the "Search for Meaning" Pathway (Independent Variable: Group, Dependent Variable: Search for Meaning) In the mediation model with search for meaning as the dependent variable, identity exploration was validated as a significant mediator. The total effect of the intervention on the search for meaning was significant (effect = 1.8022, boot SE = 0.2360, 95% CI = [1.3345, 2.2698]). Further analysis revealed that identity exploration had a significant partial mediating effect (indirect effect = 0.1908, boot SE = 0.1007, 95% CI = [0.0368, 0.4220]). The intervention significantly enhanced individuals' levels of identity exploration, which in turn further promoted their search for meaning. Table 3 Mediation Effect Results Effect Type Path Effect Boot SE Boot LL CI Boot UL CI Direct Effect Intervention → Presence of Meaning 1.2597 .3332 .5995 1.9200 Intervention → Search for Meaning 1.8022 .2360 1.3345 2.2698 Indirect Effect Intervention → Emotional Balance → Presence of Meaning .3438 .1669 .0744 .7265 Intervention → Identity Exploration → Search for Meaning .1908 .1007 .0368 .4220 2.5 Discussion of Experiment One The results of Experiment one demonstrated that guided interventions prompting individuals to recall past athletic experiences effectively increased their levels of meaning, with significantly stronger effects observed in the experimental group than in the control group. Linear mixed-effects model (LMM) analyses revealed that the intervention group presented significant postintervention increases across all four variables—presence of meaning, search for meaning, emotional balance, and identity exploration—with notable interaction effects between group and time. This finding indicates that the memory-based intervention designed in this study successfully elicited positive psychological changes, particularly by enhancing the sense of meaning and self-identity. At the mechanistic level, further mediation analyses revealed that emotional balance and identity exploration each played a significant partial mediating role in the pathways of "Intervention → Presence of Meaning" and "Intervention → Search for Meaning,", respectively. These findings align with previous research on the relationship between emotional regulation and meaning construction [ 3 , 35 ], which suggests that a stable emotional state helps individuals perceive order and direction in life, thereby enhancing the presence of meaning. The mediating role of identity exploration indicates that recalling self-relevant experiences cognitively strengthens the processes of reconstructing "who I am" and "where I come from," thereby promoting further exploration of life’s meaning. Moreover, this study revealed that the improvement in the search for meaning did not occur in isolation but was accompanied by heightened identity exploration. This suggests that meaning construction, within the intervention effects, is not merely a transient, state-like change but may involve deeper restructuring of the self-identity system—which is consistent with McAdams' theory of "narrative identity" [ 36 ]. Overall, Experiment One validated the dual-pathway mechanisms of emotional balance and identity exploration in memory-based interventions, further emphasizing the feasibility and theoretical value of recalling positive past athletic experiences as an intervention pathway. The findings of this study not only expand the research perspective of positive psychological interventions but also offer practical guidance for enhancing the sense of meaning among collegiate transitioning athletes. 3. Experiment Two: The Unique Therapeutic Mechanism of Recalling Past Athletic Experiences Although Experiment One confirmed the significant positive impact of a recall-based intervention focused on past athletic experiences on the sense of meaning among collegiate transitioning athletes, it remains unclear whether this effect stems from the unique psychological attributes of "athletic experiences" themselves or merely from the general effects of the "act of recalling." Therefore, Experiment Two aimed to further compare the psychological effects of recalling different types of content (general life experiences vs. athletic experiences) on the sense of meaning and to verify whether recalling past athletic experiences offers a distinct mechanistic advantage in enhancing meaning construction among transitioning athletes. 3.1 Experimental Design and Procedure Experiment Two aimed to explore the differential effects of recalling different types of experiences in enhancing the sense of meaning, with a particular focus on whether "recalling past athletic experiences" demonstrates unique psychological regulatory value distinct from recalling general life events in the context of identity transition. A single-factor between-subjects experimental design was used, with the independent variable being the type of recalled content, comprising two groups: Recalling past athletic experiences group (experimental group); The general life experiences group (control group) was recorded. The experiment was conducted at two universities in Sichuan Province, China, which targeted high-level student athletes from sports schools who had exited the professional athletic system due to injuries, performance plateaus, or other reasons and were currently enrolled in the universities. The recruitment and screening procedures were the same as those in Experiment one. The participants had to meet the following inclusion criteria: (1) had a provincial-level or higher athletic training background; (2) were no longer engaged in professional athletic competition and were currently identified as ordinary university students; and (3) had sufficient language expression and basic writing ability. All participants completed a pretest questionnaire prior to the intervention, received the intervention the following day, and completed a posttest questionnaire immediately after the intervention. The interval between the pre- and posttests was one day. A total of 110 collegiate transitioning athletes participated (detailed demographic information is provided in the supplementary materials). The interventions were conducted face-to-face in a guided interview format, limited to personal memories with positive emotional characteristics to ensure an affectively positive and structured recall process. Experimental Group (Recalling Past Athletic Experiences) The participants in the experimental group were guided to recall a personally meaningful experience from their professional athletic careers, content highly relevant to their "athletic identity" and characterized by positive emotions and self-value. Examples included breakthrough performance, experiences of self-transcendence during high-intensity training, or feelings of trust and achievement during team cooperation. The guiding prompts were identical to those used in Experiment one, covering four structured aspects: (1) background of the event; (2) key individuals and pivotal events; (3) personal feelings and thoughts; and (4) the current significance of the experience. The intervention duration was 25 minutes. Control Group (Recalling General Life Experiences) The participants in the control group were guided to recall a positive life experience related to their "civilian identity," explicitly excluding any content related to sports activities. Examples included university enrollment, family support, participation in campus clubs, or significant friendships. All recalled experiences were required to have positive emotional valence, specificity, and personal significance but no connection to athletic identity. Both interventions were administered by uniformly trained researchers, with an intervention duration of 25 minutes for each group. Researchers maintained a consistent speaking pace, tone, and response style across both groups to ensure that no systematic differences other than the recall content existed during the intervention. To control for emotional bias further, all the guiding scripts underwent expert review and pilot testing to ensure emotional consistency and structural coherence. The meaning measures used were identical to those used in Experiment One and were administered before and after the intervention. For participants with limited literacy skills or difficulties completing questionnaires, researchers provided oral reading and recording assistance while respecting their autonomy and pacing. 3.2 Results of Experiment Two The linear mixed-effects model (LMM) analysis results presented in Table 4 revealed significant group × time interaction effects ( ps < .01) across all four dependent variables—presence of meaning, search for meaning, emotional balance, and identity exploration—indicating that the trajectories of change across pre- and postintervention significantly differed between the experimental and control groups. In particular, participants in the experimental group demonstrated significant increases from the pretest to the posttest, whereas those in the control group exhibited no significant changes. The post hoc test results, presented in Table 5 , further supported the findings of the main effect analysis: the experimental group showed significant growth across all four indicators from pretest to posttest, whereas the control group's scores remained relatively stable. Figure 3 visualizes the group differences over time via estimated marginal means plots. Table 4 Results of Linear Mixed-Effects Models Presence of Meaning Search for Meaning Emotional Balance Identity Exploration Variables β t β t β t β t Intercept 4.32963 22.806 *** 4.59259 35.554 *** 2.31111 21.742 *** 3.55556 22.372 *** Group -0.04074 -0.152 -0.06667 -0.365 0.0740 0.049 -0.05556 -0.247 Time 0.03333 0.134 -0.01481 -0.087 -0.01111 -0.074 0.05556 0.247 Group × Time 1.01481 2.890 *** 1.98148 8.185 *** 0.82592 3.885 *** 0.94444 2.971 ** AIC 768.5229 605.8971 524.8521 695.3943 BIC 788.7746 626.1488 545.1038 715.6459 LogLik -378.2615(df = 6) -296.9486(df = 6) -256.4261 -341.6971(df = 6) Note: AIC (Akaike information criterion ) and BIC (Bayesian information criterion ) are model fit indices used for model comparison. Lower values indicate better model fit, with the BIC applying a stronger penalty for model complexity. LogLik ( log likelihood ) indicates the log of the likelihood function; higher values suggest better model fit. Table 5 Post hoc tests based on linear mixed-effects models Identity Exploration Presence of Meaning Emotional Balance Search for Meaning Treatment Control Group Treatment Control Group Treatment Control Group Treatment Control Group Pretest 3.5[3.15, 3.85] 3.56[3.23, 3.88] 4.29[3.8, 4.78] 4.33[4.03, 4.62] 2.32[2.12, 2.52] 2.31[2.12, 2.51] 4.53[4.29, 4.77] 4.59[4.32, 4.87] Posttest 4.5[4.26, 4.74] 3.56[3.23, 3.88] 5.34[5.09, 5.59] 4.36[3.93, 4.8] 3.13[2.95, 3.32] 2.3[2.04, 2.56] 6.49[6.31, 6.68] 4.58[4.26, 4.9] 3.3 Discussion of Experiment Two Through Experiment Two, this study further validated the intervention effects of recalling different types of experiences on enhancing the sense of meaning and systematically compared, for the first time, the psychological mechanism differences between recalling athletic experiences and recalling everyday life experiences. In terms of overall intervention effects, the experimental group significantly outperformed the control group across all four dimensions—presence of meaning, search for meaning, emotional balance, and identity exploration—demonstrating the stability and replicability of the memory-based intervention in promoting meaning construction. Importantly, the strength of effects along specific psychological pathways differed significantly between memory types. Particularly for the variables of search for meaning and identity exploration, the athletic experience group presented a more pronounced advantage over the life experience group. This finding supports the hypothesis proposed earlier (H5), namely, that athletic experiences, which are more self-relevant and goal-directed than general life events are more likely to stimulate individuals’ motivation for meaning construction and their engagement in identity reflection processes. Compared with everyday life events, athletic experiences typically involve greater levels of challenge, physical arousal, and immediate feedback, making them more readily encoded as "self-defining memories," which in turn play a greater role in activating identity awareness, reconstructing self-narratives, and fostering the generation of meaning. Although the intervention also produced significant improvements in emotional balance, the group differences were relatively small, suggesting that emotional improvement may represent a general regulatory effect common across different memory types rather than a unique effect attributable to athletic experiences. In contrast, the differences observed in identity-related pathways—such as the search for meaning and identity exploration—were more distinctive, possibly constituting the core mechanisms underlying the unique advantages of athletic memory interventions. Moreover, the findings provide strong empirical support for existing theories, particularly the view that highly self-relevant memories are more likely to trigger cognitive integration and psychological growth [ 1 ]. From the perspective of intervention strategies, athletic memory recall not only serves as a means of eliciting positive emotions but also represents a psychological intervention technique with narrative construction and identity reconstruction potential, which is particularly applicable to individuals undergoing identity transitions to enhance meaning construction and rebuild self-identity. Overall, this study emphasizes the unique value of athletic experiences within memory-based intervention strategies and expands the application boundaries of meaning-centered interventions, especially among collegiate transitioning athletes. Future research could further differentiate types of athletic experiences (e.g., team vs. individual sports, competitive vs. recreational activities) and explore their relationships with physiological indicators, social adaptation, and other multidimensional psychological health outcomes, thus providing a richer theoretical foundation and strategic guidance for positive psychology interventions across multiple dimensions. 4. Results 4.1 Experiment One: The Positive Impact of Recalling Past Athletic Experiences on Sense of Meaning 4.1.1 The Enhancing Effects of the Recall Intervention on Four Psychological Indicators Linear mixed-effects model analyses revealed that the Group × Time interaction effects were significant across all four dependent variables: presence of meaning ( β = 1.603, t = 4.798, p < .001), search for meaning ( β = 1.993, t = 8.554, p < .001), emotional balance ( β = 0.414, t = 2.800, p < .001), and identity exploration ( β = 1.000, t = 3.209, p < .01). These results suggest that, compared with the control group, participants in the experimental group demonstrated significantly greater improvements in psychological states after receiving the "Recalling Past Athletic Experiences" intervention, thus supporting Hypotheses H1 and H2 (see Tables 1 – 2 and Fig. 2). Further post hoc comparisons revealed that participants in the experimental group exhibited significant increases in all four variables after the intervention, whereas no significant changes were observed in the control group. Specifically, the presence of meaning increased from M = 4.51 to M = 6.09, the search for meaning increased from M = 4.54 to M = 6.46, emotional balance increased from M = 2.32 to M = 2.86, and identity exploration increased from M = 3.42 to M = 4.47. 4.1.2 Mediation Analysis: Validation of the Dual-Pathway Mechanism To further explore the psychological mechanisms through which the recall intervention affected the sense of meaning, mediation analyses were conducted via the bootstrap method (5,000 resamples). The results indicated that emotional balance partially mediated the effect of the intervention on the presence of meaning: the intervention significantly predicted emotional balance ( β = 0.414, p < .01), emotional balance significantly predicted the presence of meaning ( β = 0.344, p < .001), and the indirect effect was significant (bootstrap 95% CI = [0.0744, 0.7265]), supporting Hypothesis H3. Similarly, identity exploration partially mediated the relationship between the intervention and search for meaning: the intervention significantly predicted identity exploration ( β = 1.000, p < .01), identity exploration significantly predicted search for meaning ( β = 0.191, p = .006), and the indirect effect was significant (bootstrap 95% CI = [0.0368, 0.4220]), thus supporting Hypothesis H4 (see Table 3 ). 4.2 Experiment Two: Differential Effects of Recalling Athletic Experiences vs. Life Experiences 4.2.1 Intervention Differences in Psychological Pathways Based on Memory Type Experiment Two aimed to examine whether recalling past athletic experiences and recalling general life experiences exerted different effects on meaning construction pathways and to compare the strength of these effects across different psychological dimensions. Linear mixed-effects model analyses revealed significant Group × Time interaction effects on the core variables of Search for Meaning ( β = 1.981, t = 8.185, p < .001) and Identity Exploration ( β = 0.944, t = 2.971, p < .01). These results indicated that recalling athletic experiences had a significantly greater advantage than recalling life experiences in stimulating meaning-seeking motivation and identity exploration tendencies, thereby supporting Hypothesis H5. Although significant Group × Time interactions were also observed for Presence of Meaning ( β = 1.015, t = 2.890, p < .001) and Emotional Balance ( β = 0.826, t = 3.885, p < .001), subsequent post hoc analyses revealed some overlap in the confidence intervals between groups at posttest, suggesting that group differences in these variables were relatively smaller and that the intervention effects were not as prominent as those observed for Search for Meaning and Identity Exploration. In summary, the experimental results highlight that intervention effects differ in strength across specific psychological pathways: athletic experience recall demonstrated stronger differential intervention effects in identity-related pathways (i.e., search for meaning and identity exploration), whereas emotional improvement and the enhancement of the presence of meaning appeared to be common positive effects shared by both memory types. 4.2.2 Post hoc analysis results Post hoc comparisons further validated the differentiated pathway effects described above. For the search for meaning dimension, the experimental group’s posttest score was M = 6.49 (CI = [6.31, 6.68]), which was significantly higher than the control group’s M = 4.58 (CI = [4.26, 4.90]). Similarly, for the identity exploration dimension, the experimental group’s score was M = 4.50 (CI = [4.26, 4.74]), which was significantly higher than the control group’s M = 3.56 (CI = [3.23, 3.88]). Notably, the confidence intervals for these two variables did not overlap, confirming clear and significant differences and thus substantiating the stronger psychological construction effects of the athletic memory intervention in these pathways. In contrast, for the presence of meaning, the experimental group scored M = 5.34 (CI = [5.09, 5.59]), and the control group scored M = 4.36 (CI = [3.93, 4.80]); for emotional balance, the experimental group scored M = 3.13 (CI = [2.95, 3.32]), and the control group scored M = 2.30 (CI = [2.04, 2.56]). Although both dimensions showed numerical improvement trends, some overlap in confidence intervals suggests smaller group differences. Thus, it can be concluded that the unique psychological construction value of recalling past athletic experiences is reflected primarily in its promotion of identity-related pathways—specifically, the search for meaning and identity exploration—rather than producing uniform effects across all psychological dimensions (see Table 5 and Fig. 3). 5. Discussion During the critical period of transitioning from athletic roles to student roles, collegiate transitioning athletes often face psychological challenges such as weakened self-identity and a blurred sense of life direction. Grounded in positive psychology and identity development theories, this study systematically explored the impact mechanism of "recalling past athletic experiences" on the sense of meaning through two experiments and validated the dual-pathway mediating roles of emotional balance and identity exploration. The findings showed that, compared with the ability to recall memories of general life, the structured recall of athletic experiences demonstrated significant advantages in stimulating emotional regulation and meaning construction, highlighting its theoretical value and practical potential as an intervention. 5.1 Dual-Pathway Therapeutic Mechanism of Recalling Past Athletic Experiences Experiment One confirmed that recalling athletic experiences positively influenced the presence of meaning and the search for meaning through two distinct pathways: emotional balance and identity exploration. Emotional balance served as a mediator regulating emotional states during the evaluation of "life as meaningful in the present," whereas identity exploration bridged the past athletic self with future existential questioning, forming a core cognitive processing mechanism. This result echoes the basic expectations of Fredrickson’s broaden-and-build theory [ 12 ], emphasizing that positive emotions expand cognitive horizons and accumulate psychological resources [ 3 ], and it supports McLean and Pasupathi’s cognitive narrative chain model of "Memory → Identity → Goal Integration," which highlights how recalling self-relevant events fosters identity processing and meaning construction [ 21 ]. As highly embodied and achievement-oriented self-memories, athletic experiences activate emotional and identity elements, offering positive psychological resources to help collegiate transitioning athletes cope with transition challenges. 5.2 The Unique Advantages of Recalling Athletic Experiences Experiment two further compared the psychological effects of recalling athletic experiences with those of general life memories. The results indicated that recalling athletic experiences was more likely to stimulate identity exploration and the search for meaning, demonstrating greater psychological benefits. This finding supports recent research emphasizing the potential of high-arousal memories in meaning construction [ 2 ]. Additionally, the elements embedded in athletic memories—such as effort, success and failure, and collaboration—align with the three psychological pathways for meaning construction proposed by Martela and Steger [ 37 ]: coherence, purpose, and significance. 5.3 Individual differences and the risk of "backlash effects" Although most participants benefited from the recall intervention, a few individuals experienced negative emotional activation during the recall process, such as self-blame, loss, or nostalgic sadness, suggesting that "athletic memory interventions" may not be universally applicable. This "reminiscent bump backlash" has been noted in recent memory research [ 38 ]. Particularly among individuals with outstanding athletic achievements but significant reality gaps, intense athletic identity recall may trigger feelings of identity rupture and increased negative self-evaluation [ 39 ]. Therefore, it is crucial to assess participants' current emotional states, levels of identity integration, and psychological resilience prior to intervention, ensuring the adaptive and individualized implementation of memory interventions. 5.4 Cross-Cultural Adaptation and Local Context Considerations This study was conducted in the context of Chinese universities and targeted high-level student athletes who prematurely exited professional athletic systems due to injuries or performance bottlenecks and enrolled as ordinary students. For this population, athletic experiences are often deeply embedded within their core identities, serving as important sources of self-worth and closely tied to cultural values such as national honor and collective identity [ 40 ]. In contrast, in Western contexts (e.g., the NCAA system in the United States), collegiate athletes often undergo a gradual transition from "student-athlete" dual identities, with more mature support systems, including academic planning, psychological counseling, and career guidance [ 41 ]. In China, however, identity rupture among collegiate transitioning athletes tends to be sudden and involuntary, often resulting from injuries or declining performance, without corresponding psychological buffering or support systems [ 40 ]. Research has shown that successful adaptation during identity transitions depends on the degree of attachment to the original role and the extent to which new role meaning is reconstructed [ 42 ]. In Chinese culture, the identity of an "athlete" is often seen as prestigious, and its abrupt loss can cause psychological trauma related to "identity depletion" and "value rupture." Thus, in this context, structured recall of athletic experiences not only serves to evoke positive emotions but also may help reaffirm self-worth and awaken future-oriented meaning pursuits. Moreover, cultural context significantly influences the adaptation of memory types. In collectivist East Asian cultures, athletic memories are more likely to be encoded as "self-defining memories" infused with social expectations and group honor [ 43 ]. In contrast, in some Latin American or Islamic cultures, family, faith, or national memories may play stronger roles in stimulating a sense of meaning [ 44 ]. Therefore, future research should explore how different types of memories operate across cultural backgrounds, examining their emotional structures, identity values, and differential effects on meaning construction, thereby enhancing the cultural sensitivity and theoretical adaptability of memory-based interventions. 5.5 Theoretical contributions and practical implications Theoretically, this study is the first to introduce "collegiate transitioning athletes" into memory therapy research and innovatively integrates "embodied athletic memories" into meaning construction pathway models, filling a gap in current positive psychology and identity development studies regarding "special memory types" [ 45 ]. Practically, this study suggests incorporating "structured athletic memory interviews" or "highlight diaries" into psychological counseling, athletic retirement support, and campus adaptation programs, transforming athletic experiences into mobilizable positive psychological resources to aid identity reconstruction and meaning adjustment. However, interventions must clearly define target groups and avoid applying to individuals who have not completed identity differentiation or who exhibit strong negative emotions to prevent counterproductive effects. 5.6 Limitations and Future Directions Despite the study's rigorous methodology and systematic experimental design, several limitations remain: (1) Sample Homogeneity: Participants were drawn exclusively from Chinese universities, with relatively homogeneous gender and academic backgrounds. Future research should include more diverse groups, such as retired professional athletes and cross-cultural student athletes. (2) Measurement limitations: Core mechanism variables such as emotional balance and identity exploration were measured via self-reports. Future studies should incorporate objective measures (e.g., HRV, physiological arousal, and eye tracking) to increase explanatory power. (3) Content control insufficiency: Although structured prompts were used, variations in emotional intensity and achievement levels of recalled memories may still exist among individuals. Future studies could apply narrative analysis techniques to structurally code memory texts and control for content differences. (4) Absence of manipulation checks: No manipulation checks for emotional arousal or memory clarity were set up in this study. Given that athletic experiences are naturally high in arousal, future research should introduce subjective emotion ratings or physiological indicators to more clearly distinguish "content effects" from "arousal effects." Ethics Statement All participants were aged 16 years and above. The study protocol was approved by the Department of Science and Technology of the Sichuan Institute of Industrial Technology. All research activities were conducted in accordance with the provisions of the Declaration of Helsinki. Prior to the commencement of the study, written informed consent was obtained from all participants. Participation in this study was entirely voluntary, and all participants fully understood the purpose, procedures, potential benefits, and possible risks of the research. Declarations Consent for publication Not applicable. Competing interests The authors declare that they have no competing interests. Funding statement No Funding. Author Contribution H X designed the study, conducted the experiments, performed statistical analyses, and drafted the manuscript.XW L supervised the entire project, revised the manuscript critically for important intellectual content, and served as the corresponding author.Y L contributed to the literature review, data cleaning, and interpretation of results.C Z assisted in data collection, participant recruitment, and manuscript editing.All authors read and approved the final manuscript. Acknowledgments Not applicable. Data Availability The datasets used and analyzed during the current study are available from the corresponding author upon reasonable request. References a. JA, Singer S. P. The remembered self: Emotion and memory in personality. New York: Free; 1993. Singer JA, Blagov P, Berry M. Oost. Self-defining memories, scripts, and the life story: narrative identity in personality and psychotherapy. J Pers. 2013;81:569–82. B. L. Fredrickson. 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DeMarco. 6-Fold path to self-forgiveness: an interdisciplinary model for the treatment of moral injury with intervention strategies for clinicians. Front Psychol. 2024;15:1437070. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 15 Sep, 2025 Reviewers agreed at journal 27 Aug, 2025 Reviewers agreed at journal 26 Aug, 2025 Reviewers invited by journal 18 Aug, 2025 Editor invited by journal 21 Jul, 2025 Editor assigned by journal 21 Jul, 2025 Submission checks completed at journal 11 Jul, 2025 First submitted to journal 11 Jul, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6989928","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":505275104,"identity":"559dd320-bc22-4a74-bda1-32c1ef91099c","order_by":0,"name":"Hao Xu","email":"","orcid":"","institution":"Sichuan Institute of Industrial Technology","correspondingAuthor":false,"prefix":"","firstName":"Hao","middleName":"","lastName":"Xu","suffix":""},{"id":505275105,"identity":"9b8fa5ad-21b0-472a-8ffc-fa505469959f","order_by":1,"name":"Xiaowen Li","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAwElEQVRIiWNgGAWjYHACxgMMDDYguvEA0XqAKtNAWhpI0nIYxiACmPOfMTjM23bebm37YaAtNTbRBLVYzsgxODiz7XbytjOJQC3H0nIbCGkxuMFjcODjttvJZgeAWhgbDhOh5fwZgwOJ284lm51/SKyWAzkgWw7Ymd0g1hbLGWkFB2f+S04wuwG0JYEYv5jzH974mOeMnb3Z+fSHDz7U2BDhMAYOAxCdCFaZQEg5RAv7AxBtT4ziUTAKRsEoGKEAAO7ZTZm2IIlTAAAAAElFTkSuQmCC","orcid":"","institution":"Sichuan Institute of Industrial Technology","correspondingAuthor":true,"prefix":"","firstName":"Xiaowen","middleName":"","lastName":"Li","suffix":""},{"id":505275106,"identity":"87658846-30aa-467c-b6d9-12934fa8587e","order_by":2,"name":"Yu Liu","email":"","orcid":"","institution":"Shandong Vocational Animal Science and Veterinary College","correspondingAuthor":false,"prefix":"","firstName":"Yu","middleName":"","lastName":"Liu","suffix":""},{"id":505275107,"identity":"7ff9e849-76cf-47bb-aebd-061e74427620","order_by":3,"name":"Cheng Zhong","email":"","orcid":"","institution":"Sichuan Institute of Industrial Technology","correspondingAuthor":false,"prefix":"","firstName":"Cheng","middleName":"","lastName":"Zhong","suffix":""}],"badges":[],"createdAt":"2025-06-27 09:08:22","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6989928/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6989928/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":89984302,"identity":"0355b1d6-d2ae-4580-b0a8-919f8e092675","added_by":"auto","created_at":"2025-08-27 06:36:25","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":53857,"visible":true,"origin":"","legend":"\u003cp\u003eTheoretical Model\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-6989928/v1/c8885094809c0ef6587e4a47.png"},{"id":89984297,"identity":"18d1d4f1-9c0b-419b-8cb6-cb2643b6ea40","added_by":"auto","created_at":"2025-08-27 06:36:25","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":95539,"visible":true,"origin":"","legend":"\u003cp\u003eBox-Dot Plots of Post Hoc Tests Based on Linear Mixed-Effects Models (a: Presence of Meaning, b: Search for Meaning, c: Emotional Balance, d: Identity Exploration)\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6989928/v1/e93f045e3d80f7175b878a79.png"},{"id":89984303,"identity":"deccd814-0e81-4bb1-b4df-07a81fa751e3","added_by":"auto","created_at":"2025-08-27 06:36:25","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":176518,"visible":true,"origin":"","legend":"\u003cp\u003eBox-Dot Plots of Post Hoc Tests Based on Linear Mixed-Effects Models (a: Presence of Meaning, b: Search for Meaning, c: Emotional Balance, d: Identity Exploration)\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-6989928/v1/c3e7930e38ac97ceb057ef11.png"},{"id":89985839,"identity":"43453056-6417-43ca-b1c1-40f5f38ef4fa","added_by":"auto","created_at":"2025-08-27 06:52:26","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1809390,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6989928/v1/22ace5bb-07e3-4e97-adea-be38df3c3d40.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Impact of Recalling Past Athletic Experiences on the Sense of Meaning in Transitioning Collegiate Athletes: A Dual Mediation Model of Emotional Balance and Identity Exploration","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eFor high-level transitioning athletes who have prematurely withdrawn from professional sports arenas due to injuries or performance plateaus and have subsequently entered universities, the reconstruction of identity and psychological adaptation often present major challenges. Recalling past athletic experiences, particularly positive fragments, may exert profound effects on individuals\u0026rsquo; emotional states and sense of meaning.\u003c/p\u003e\u003cp\u003eIn this study, \"Past Athletic Experiences\" refer to autobiographical memories accumulated during an individual\u0026rsquo;s athletic career, including personal experiences of competition, training processes, teamwork, experiences of victory and defeat, and moments of personal breakthrough\u0026mdash;events that are highly associated with one's \"athletic identity.\" Such memories are typically characterized by high emotional intensity and strong self-relevance and are considered \"self-defining memories\" [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. The cognitive and emotional responses evoked by these memories have unique psychological effects on identity formation and the construction of meaning [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Particularly within the framework of structured recall guidance, these memories closely tied to the \"athlete role\" are regarded as \"identity-salient memories,\" playing a central role in emotional regulation and meaning-making processes.\u003c/p\u003e\u003cp\u003eAccording to Fredrickson's \"broaden-and-build theory,\" positive emotions not only expand individuals\u0026rsquo; immediate thought-action repertoires but also build enduring psychological resources, such as resilience and a sense of meaning, over the long term [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. This theory emphasizes that positive emotions facilitate adaptive capacity and psychological growth when individuals face challenges by broadening their cognitive and behavioral patterns.\u003c/p\u003e\u003cp\u003eFrom an emotional regulation perspective, the ability to recall positive athletic experiences can serve as an effective emotional regulation strategy, helping individuals repair negative emotions and enhancing their psychological well-being [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. This emotional regulation process assists individuals in maintaining a positive emotional state when confronted with current life stressors, thereby increasing their life satisfaction and sense of meaning. Specifically, recalling positive fragments of athletic experiences, such as striving, honor, and being recognized, can evoke positive emotional experiences, enabling individuals to appraise their lives with greater capability and optimism, thereby enhancing the presence of meaning\u0026mdash;that is, the perception that \"life at present is meaningful.\" Previous studies have shown that positive emotions partially mediate the relationship between creativity and the sense of meaning of life, further supporting this viewpoint [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Thus, this study proposes Hypothesis 1:\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eH1\u003c/strong\u003e\u003cp\u003eRecalling past athletic experiences enhances the presence of meaning among collegiate transitioning athletes.\u003c/p\u003e\u003c/p\u003e\u003cp\u003eHowever, for high-level student athletes who have prematurely exited the professional sports arena due to injuries or performance plateaus and subsequently enrolled in universities, retirement signifies not only the cessation of competitive events or systematic training but also the abrupt discontinuation of a core identity role. This transition often triggers significant negative psychological reactions, including emotional downturns, identity confusion, loss of direction, and \"identity loss\" [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Particularly in contexts lacking systematic psychological preparation and support, these individuals are prone to falling into dissonance between their \"past glory\" and \"present predicament,\" leading to a sense of self-devaluation [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Moreover, although athletic experiences theoretically serve as positive psychological resources that can be recalled and mobilized, existing research indicates that memories are not always imbued with positive emotions. In contrast, for some retired athletes, recalling key losses, elimination events, or career-ending injuries can trigger negative emotional responses such as shame, guilt, and self-denial [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e], thereby exacerbating their psychological burden.\u003c/p\u003e\u003cp\u003eGiven that recalled content may evoke divergent emotional responses, the emotional state experienced during the recall of athletic experiences becomes a key variable influencing the effectiveness of meaning construction. Therefore, this study introduces \"Emotional Balance\" as a core mediating mechanism to reveal how different emotional states regulate the process by which memory affects the presence of meaning.\u003c/p\u003e\u003cp\u003eEmotional balance refers to the dynamic equilibrium between positive and negative emotions experienced by an individual over a given period, commonly represented by \"the positive emotion score minus the negative emotion score\" [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. This indicator reflects not only the current emotional regulation status of the individual but also one of the core psychological predictors of well-being and sense of meaning [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. From the perspective of positive psychology, maintaining emotional balance is considered a manifestation of psychological resilience, facilitating a more integrated understanding of life and the construction of the presence of meaning [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eIntegrating the framework of memory therapy, it is evident that the emotional impact of recalled content is not unidirectionally positive; rather, it results from the interplay of the individual's current psychological state, memory structure, and emotional processing style [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. When individuals are guided to recall positive and meaningful fragments from their athletic careers, such as athletic breakthroughs, team honors, or self-transcendence, positive emotional responses can be significantly activated, elevating emotional balance levels and providing emotional resources for the generation of meaning. However, if individuals lack the ability for positive reprocessing of memories or passively dwell in negative memories of loss or shame, their emotional balance may deteriorate, thus impairing their ability to construct meaning.\u003c/p\u003e\u003cp\u003eResearch has confirmed that emotional balance often serves as a mediator in the process of meaning construction following major life events [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Positive emotions enhance the perception of life coherence, making it easier for individuals to integrate their experiences into a meaningful life narrative [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. In the context of athletic retirement\u0026mdash;a \"situational discontinuity\"\u0026mdash;structured positive recall can help reactivate emotional connections to athletic identity, thereby balancing the emotional fluctuations caused by identity transition and strengthening the cognitive evaluation that \"life at present is still meaningful\" [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThus, in the mediating Model 1 proposed in this study, emotional balance is considered the key psychological mechanism linking \"recalling past athletic experiences\" to \"presence of meaning,\" and the following hypothesis is proposed:\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eH2\u003c/strong\u003e\u003cp\u003eEmotional balance mediates the relationship between recalling past athletic experiences and the presence of meaning.\u003c/p\u003e\u003c/p\u003e\u003cp\u003eMoreover, during the identity transition process experienced by athletes, the deeper challenge\u0026mdash;beyond emotional adjustment\u0026mdash;lies in the reconstruction of personal identity and the reorientation of life direction [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Recalling peak experiences from one\u0026rsquo;s athletic career not only serves as a psychological resource for emotional regulation [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] but also may evoke profound reflection on questions such as \"Who am I? \", \"Who was I? \", and \"Who will I become? \", thereby triggering the psychological process of identity exploration [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eAccordingly, this study introduces the concept of identity exploration, which was originally derived from Marcia\u0026rsquo;s identity status theory [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] and refers to individuals' active examination and diverse experimentation with core life domains such as values, goals, and self-roles. It is considered a crucial process in identity construction. Luyckx et al. [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] further proposed that identity exploration represents a critical mechanism through which individuals reassess and reconstruct their self-identity when their life changes, facilitating the formation or rebuilding of life meaning. Recalling and narrating personal experiences can activate memory networks associated with specific identities, prompting individuals to reflect on life goals and future directions and thereby initiating the process of identity exploration [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eWithin the framework of meaning-making theory, Park suggested that, after experiencing stress or major life transitions [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e], individuals often need to engage in cognitive processing mechanisms\u0026mdash;such as reappraisal, exploration, and integration\u0026mdash;to address disruptions in their existing meaning systems. This process helps alleviate psychological imbalance and promotes the reconstruction of life meaning. Exploration, which serves as a bridge connecting past experiences with future directions, plays a pivotal role in this meaning-making process.\u003c/p\u003e\u003cp\u003eFor collegiate transitioning athletes, the termination of an athletic identity removes them from their former \"athlete\" role, whereas new roles (e.g., student, ordinary young adult) have not yet been fully established. This \"identity vacuum\" can easily lead to loss of direction and goal discontinuity [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Against this backdrop, the structured recall of meaningful and achievement-related experiences from their athletic careers helps evoke integrative reflections on \"who I am and who I was,\" thereby activating a sense of self-continuity and growth motivation, ultimately promoting proactive exploration of life meaning in the new stage.\u003c/p\u003e\u003cp\u003eNotably, identity exploration is not merely a direct cognitive outcome of athletic memory recall but also constitutes a psychological pathway through which individuals internalize peak experiences into future-oriented meaning pursuits. In other words, through the process of \"redefining who I am,\" individuals transition from passive recall to active questioning of \"why do I exist,\" achieving a cognitive leap. Identity exploration thus serves as a mediating mechanism that integrates past experiences with future meaning construction. Previous research has confirmed a significant positive relationship between identity exploration and the search for meaning. Negru-Subtirica et al. [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] reported that adolescents and college students with higher levels of identity exploration are more likely to exhibit strong existential questioning and goal-setting tendencies. Particularly during phases of identity disruption or transformation, exploratory self-processing not only becomes a necessary process for identity reconstruction but also acts as a cognitive engine for the pursuit of meaning [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Therefore, in Pathway 2 of the present study, identity exploration is posited as the key psychological mechanism linking \"recalling past athletic experiences\" and the \"search for meaning.\" On the basis of the aforementioned theoretical and empirical foundations, the following hypotheses are proposed:\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eH3\u003c/strong\u003e\u003cp\u003eRecalling past athletic experiences enhances the search for meaning among collegiate transitioning athletes.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eH4\u003c/strong\u003e\u003cp\u003eIdentity exploration mediates the relationship between recalling past athletic experiences and the search for meaning.\u003c/p\u003e\u003c/p\u003e\u003cp\u003eAlthough a substantial body of research has indicated that recalling positive past experiences facilitates emotional regulation and psychological resilience [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e], the literature predominantly focuses on everyday life events among the general population [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e], with relatively little attention given to how specific types of memories influence the sense of meaning in the context of identity transitions. For high-level student athletes from sports schools who have exited professional training systems due to injuries or performance limitations and have transitioned into university studies, past athletic experiences are not only deeply embedded within their self-identity structures but also carry significant goal-directedness, experiences of achievement, and a sense of social recognition. During identity transition periods, such \"core identity memories\" may serve as crucial psychological resources for reconstructing meaning systems and role identities. Compared with general life memories, athletic experiences typically involve stronger physical arousal, more immediate feedback mechanisms, and higher emotional intensity and are endowed by individuals with more profound structural cognition and meaning interpretation [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Previous studies have noted that such highly arousing and self-relevant memories are more likely to be encoded as \"self-defining memories,\" exerting significant psychological effects in activating identity awareness, integrating life narratives, and constructing meaning [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Therefore, athletic memory, compared with the recall of ordinary life events, may possess unique advantages in promoting the formation of a sense of meaning.\u003c/p\u003e\u003cp\u003eHowever, there is still a lack of systematic empirical research investigating whether the recall of athletic experiences has relative advantages across different dimensions of the sense of meaning. In particular, under the guidance of structured recall, whether athletic memories can effectively enhance individuals' subjective affirmation of the meaning of their current lives (presence of meaning) and activate future-oriented motivations to search for meaning (search for meaning) remains to be further validated. This research gap limits the expansion of memory-based interventions among populations undergoing identity transitions and hampers our understanding of the differential mechanisms by which different types of memories contribute to meaning construction.\u003c/p\u003e\u003cp\u003eIn summary, this study proposes that, compared with the recall of general life experiences, the recall of past athletic experiences is more likely to result in distinctive advantages in the process of meaning construction, especially by stimulating identity exploration and enhancing the search for meaning. On the basis of this reasoning, the following hypothesis is proposed:\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eH5\u003c/strong\u003e\u003cp\u003eCompared with recalling general life experiences, recalling past athletic experiences is more likely to stimulate individuals' identity exploration and search for meaning, resulting in more significant psychological construction benefits.\u003c/p\u003e\u003c/p\u003e\u003cp\u003eTo test the above hypotheses systematically, two field experiments were designed in this study. Experiment 1 focused on exploring how \"recalling past athletic experiences\" influences the presence of meaning and the search for meaning through the dual-pathway mechanisms of emotional balance and identity exploration, thereby verifying its positive psychological effects among collegiate transitioning athletes. Experiment 2 employed a between-group comparison design to contrast the effects of recalling athletic experiences with those of general life experiences on different dimensions of meaning construction, aiming to clarify the mechanism advantages of athletic recall during the identity reconstruction stage. The conceptual framework of the proposed model is illustrated in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. This research is expected not only to deepen our understanding of the emotional‒cognitive dual-channel mechanisms underlying different types of autobiographical memory in meaning construction but also to provide a theoretical foundation and empirical support for targeted interventions based on memory therapy in the contexts of athletic retirement adaptation, role transition, and psychological reconstruction.\u003c/p\u003e\u003cp\u003eIn addition, although the emotional valence of the recalled content was preliminarily controlled in the experimental materials, no manipulation checks were conducted to assess the participants' subjective evaluations of emotional arousal intensity, pleasantness, and activation levels. This limitation may restrict the precision of verifying the proposed mechanism pathways. Future studies should incorporate multidimensional emotional measurement indicators to clarify the emotional foundations and cognitive resources upon which different types of memory rely during the activation of meaning experiences.\u003c/p\u003e"},{"header":"2. Experiment One: The Impact of Recalling Past Athletic Experiences on the Sense of Meaning among Collegiate Transitioning Athletes","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\n \u003ch2\u003e2.1 Participants and Procedures\u003c/h2\u003e\n \u003cp\u003eThis experiment aimed to investigate the impact of recalling past athletic experiences on the sense of meaning among collegiate transitioning athletes and to explore its underlying psychological mechanisms. A single-factor between-subjects experimental design was adopted, with two intervention conditions: recall of general life experiences (control group) and recall of athletic experiences (experimental group). The study was conducted at two universities in Hubei Province, China, which targeted student athletes from sports schools who had withdrawn from professional teams due to injuries or performance plateaus and were currently enrolled in universities.\u003c/p\u003e\n \u003cp\u003eAccording to the sample size calculation via G*Power 3.1 software (\u003cem\u003e\u0026alpha;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.05, effect size \u003cem\u003ef\u0026sup2;\u003c/em\u003e = 0.15, statistical power 1\u0026thinsp;\u0026minus;\u0026thinsp;\u003cem\u003e\u0026beta;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.95, two predictors), a minimum of 107 participants was needed. The inclusion criteria were as follows: (1) had prior training or competition at the provincial level or above; (2) were no longer engaged in professional athletic training and were currently studying at a university; and (3) were able to express themselves clearly and complete written materials independently. All participants signed informed consent forms, and the study received ethical approval at the institutional level. A total of 112 valid participants were included (demographic details available in the supplementary materials) and randomly assigned to either the experimental or control group.\u003c/p\u003e\n \u003cp\u003eTo enhance intervention validity, participants in the experimental group who failed to clearly recall key events from their athletic careers were excluded; only those capable of accurately describing their past athletic experiences were retained. All participants completed a baseline questionnaire, received the intervention the following day, and completed the posttest questionnaire immediately after the intervention. To accommodate participants unfamiliar with the structured recall process, researchers provided necessary neutral explanations and encouragement without leading statements. All the experiments were conducted in quiet and private settings, such as classrooms or counseling rooms. The intervention sessions were facilitated by two trained psychology researchers responsible for guidance and recording.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\n \u003ch2\u003e2.2 Intervention\u003c/h2\u003e\n \u003cp\u003e\u003cstrong\u003eExperimental Group (Recalling Past Athletic Experiences)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe participants in the experimental group were guided through a standardized protocol to recall a personally meaningful episode from their athletic career centered on their \u0026quot;athletic identity.\u0026quot; The recalled content included but was not limited to breakthrough competitions, self-transcendence, a sense of achievement from intense training, and emotional experiences of recognition. The intervention was strictly based on the operational definition of \u0026quot;Past athlete experiences,\u0026quot; emphasizing emotional intensity and self-relevance, which is consistent with the concept of \u0026quot;self-defining memories.\u0026quot;\u003c/p\u003e\n \u003cp\u003eThe guided recall covered four aspects: (1) background context; (2) key people and events; (3) personal feelings and reflections; and (4) the impact of the experience on the present self. The entire recall process lasted approximately 25 minutes. Researchers encouraged participants to express themselves in detail, using neutral probing questions without judging or directing the content.\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eControl Group (Recalling General Life Experiences)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe participants in the control group underwent similarly structured recall but were asked to recall everyday events from their university life, such as attending a campus event, a casual gathering, or a trip\u0026mdash;explicitly unrelated to athletic experiences. Researchers avoided prompts involving identity, self-achievement, or high arousal to ensure that the recalled memories remained neutral, with low emotional arousal and minimal personal significance. Both interventions were standardized to 25 minutes and conducted by the same team of researchers, with consistent pacing, emotional tone, and interaction styles to minimize confounding variables.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\n \u003ch2\u003e2.3 Measures\u003c/h2\u003e\n \u003cp\u003e\u003cstrong\u003ePresence of Meaning Scale\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe presence of meaning, which assesses whether individuals perceive their current lives as meaningful, was measured via Items 1\u0026ndash;5 of the Meaning in Life Questionnaire [\u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e]. The MLQ is one of the most widely used tools internationally for assessing life meaning and is applicable to both general and athlete populations. Each item was rated on a 7-point Likert scale (1\u0026thinsp;=\u0026thinsp;completely untrue to 7\u0026thinsp;=\u0026thinsp;completely true) on the basis of participants\u0026rsquo; current feelings. Higher scores indicate stronger experiences of life meaning. The dimension demonstrated excellent internal consistency in this study (Cronbach\u0026rsquo;s \u003cem\u003e\u0026alpha;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.89).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eSearch for Meaning Scale\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe search for meaning, reflecting individuals\u0026rsquo; tendencies to seek or strive to infuse their lives with greater meaning, was assessed via Items 6\u0026ndash;10 of the MLQ [\u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e]. Together with the presence of meaning, these two subscales constitute the MLQ\u0026rsquo;s two-factor structure, which is equally applicable to specific groups such as athletes. Each item was rated on a 7-point scale. Higher scores indicate greater active exploration of meaning. The internal consistency for this dimension was excellent in the present study (Cronbach\u0026rsquo;s \u003cem\u003e\u0026alpha;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.90).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eEmotional balance scale\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eEmotional balance was calculated as the difference between positive and negative emotions and was assessed via the Positive and Negative Affect Schedule (PANAS) developed by Watson. To enhance practicality and cross-cultural applicability, the short version of the I-PANAS-SF [\u003cspan class=\"CitationRef\"\u003e30\u003c/span\u003e], comprising five positive emotion items (e.g., active, alert, determined) and five negative emotion items (e.g., upset, nervous, anxious), was used. Each item was rated on a 5-point scale ranging from \u0026quot;1\u0026thinsp;=\u0026thinsp;never\u0026quot; to \u0026quot;5\u0026thinsp;=\u0026thinsp;always,\u0026quot; guiding the participants to rate the usual intensity of their emotional experiences. Emotional balance scores were derived by subtracting negative affect scores from positive affect scores. The short form has been widely validated among athlete samples and has good psychometric properties. Internal consistency in this study was confirmed: Cronbach\u0026rsquo;s \u003cem\u003e\u0026alpha;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.87 (positive affect), 0.83 (negative affect), and 0.85 (overall emotional balance).\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eIdentity Exploration Scale\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe study used the identity exploration dimension from the Ego Identity Process Questionnaire [\u003cspan class=\"CitationRef\"\u003e31\u003c/span\u003e] to measure individuals\u0026rsquo; active exploration of self-identity. This dimension includes 16 items addressing values, career goals, and life planning, with some reverse-scored items. The items were rated on a 6-point Likert scale (1\u0026thinsp;=\u0026thinsp;strongly disagree to 6\u0026thinsp;=\u0026thinsp;strongly agree), with reverse-coded items adjusted accordingly. The total scores ranged from 16 to 96, with higher scores indicating a higher level of identity exploration. The internal consistency was excellent in this study (Cronbach\u0026rsquo;s \u003cem\u003e\u0026alpha;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.86).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\n \u003ch2\u003e2.4 Results of Experiment One\u003c/h2\u003e\n \u003cdiv id=\"Sec6\" class=\"Section3\"\u003e\n \u003ch2\u003e2.4.1 Testing of the main effects\u003c/h2\u003e\n \u003cp\u003eTo examine differences in changes between the intervention and control groups before and after the intervention, a linear mixed-effects model (LMM) analysis was conducted. The model included Group, Time, and their interaction (Group \u0026times; Time) while accounting for between-subject heterogeneity and repeated measures correlations. Compared with traditional repeated-measures ANOVA, LMM offers greater robustness when dealing with relatively small samples and incomplete measurement structures [\u003cspan class=\"CitationRef\"\u003e32\u003c/span\u003e]. The analysis was performed via the lme4 package in R. Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e presents the modeling results for the four dependent variables (presence of meaning, search for meaning, emotional balance, and identity exploration). Significant interaction effects were observed for all four dependent variables, indicating that the trajectories of change differed significantly between the intervention and control groups before and after the intervention.\u003c/p\u003e\n \u003cp\u003eFurther post hoc test results (see Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e) revealed that after the intervention, the experimental group showed significant increases across all variables, whereas no significant changes were observed in the control group. Figure 2 visually displays the group differences over time via estimated marginal means plots.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eResults of Linear Mixed-Effects Models\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003ePresence of Meaning\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSearch for Meaning\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eEmotional Balance\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eIdentity Exploration\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026beta;\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026beta;\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026beta;\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026beta;\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eIntercept\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.35088\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e26.037\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.62807\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e37.171\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.29123\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e30.993\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.54386\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e22.745\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.15439\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.653\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.09123\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.518\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.02456\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.235\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.12281\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.557\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTime\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.01404\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.06667\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.405\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.13333\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.275\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.05263\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.239\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup \u0026times; Time\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.60351\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.798\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.99298\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8.554\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.41404\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.800\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.209\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAIC\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e767.9669\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e634.3949\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e402.6047\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e736.6148\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eBIC\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e788.543\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e654.971\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e423.1807\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e757.1909\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eLogLik\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e-377.9834(df\u0026thinsp;=\u0026thinsp;6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e-311.1975(df\u0026thinsp;=\u0026thinsp;6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e-193.3023(df\u0026thinsp;=\u0026thinsp;6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e-362.3074(df\u0026thinsp;=\u0026thinsp;6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"9\"\u003eNote: AIC (Akaike \u003cstrong\u003einformation criterion\u003c/strong\u003e) and BIC (Bayesian \u003cstrong\u003einformation criterion\u003c/strong\u003e) are model fit indices used for model comparison. Lower values indicate better model fit, with \u003cstrong\u003ethe\u003c/strong\u003e BIC applying a stronger penalty for model complexity. LogLik (\u003cstrong\u003elog likelihood\u003c/strong\u003e) indicates the log of the likelihood function; higher values suggest better model fit.\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv align=\"left\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003ePost hoc tests based on linear mixed-effects models\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eIdentity Exploration\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003ePresence of Meaning\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eEmotional Balance\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSearch for Meaning\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTreatment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eControl Group\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTreatment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eControl Group\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTreatment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eControl Group\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTreatment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eControl Group\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ePretest\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.42[3.06, 3.78]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.54[3.23, 3.86]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.51[4.12, 4.89]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.35[4.07,4.63]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.32[2.13,2.51]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.29[2.1,2.48]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.54[4.31,4.76]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.63[4.36,4.89]\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ePosttest\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.47[4.24,4.7]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.6[3.27,3.92]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6.09[5.87, 6.32]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.34[3.92,4.75]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.86[2.79,2.93]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.42[2.33,2.52]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6.46[6.28, 6.64]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.56[4.26,4.87]\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv align=\"left\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv id=\"Sec7\" class=\"Section3\"\u003e\n \u003ch2\u003e2.4.2 Mediation analysis\u003c/h2\u003e\n \u003cp\u003eAll the mediation analyses were conducted via SPSS 26.0 software, which employs the PROCESS macro v4.2 (Model 4) for modeling. Significance testing was performed via the bootstrap method, with 5,000 resampling iterations and a 95% confidence interval. To more accurately capture the psychological changes caused by the intervention, the study used the \u0026quot;change scores\u0026quot; (i.e., posttest minus pretest scores) of the variables as the basis for mediation modeling, following the recommendations of Dimitrov and Rumrill regarding the use of difference scores in pre-post designs for mediation analysis [\u003cspan class=\"CitationRef\"\u003e33\u003c/span\u003e].\u003c/p\u003e\n \u003cp\u003eTo control for the impact of missing data on the analysis results, data integrity checks were conducted during the data cleaning phase. For variables with a missing data rate less than 5%, mean imputation was applied; cases exceeding the threshold were excluded. This procedure followed Rubin\u0026apos;s conservative strategy for handling missing data in small sample studies to ensure the robustness and interpretability of the results [\u003cspan class=\"CitationRef\"\u003e34\u003c/span\u003e]. Ultimately, 112 valid participants were included in the analyses.\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e2.4.2.1 The Mediating Role of Emotional Balance in the \u0026quot;Presence of Meaning\u0026quot; Pathway (Independent Variable: Group, Dependent Variable: Presence of Meaning)\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003eThe results of the mediation analysis indicated that emotional balance played a significant partial mediating role in the relationship between the intervention group and the presence of meaning. The total effect of the intervention on the presence of meaning was significant (effect\u0026thinsp;=\u0026thinsp;1.2597, boot SE\u0026thinsp;=\u0026thinsp;0.3332, 95% CI = [0.5995, 1.9200]).\u003c/p\u003e\n \u003cp\u003eWithin the mediation pathway, the indirect effect of the intervention on Presence of Meaning through Emotional Balance was significant (Indirect Effect\u0026thinsp;=\u0026thinsp;0.3438, Boot SE\u0026thinsp;=\u0026thinsp;0.1669, 95% CI = [0.0744, 0.7265]), suggesting that part of the intervention effect operated through regulating individuals\u0026apos; emotional states. After controlling for the mediator, the direct effect remained significant (direct effect\u0026thinsp;=\u0026thinsp;1.2597), indicating that emotional balance partially mediated the relationship between recalling past athletic experiences and the presence of meaning.\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e2.4.2.2 The Mediating Role of Identity Exploration in the \u0026quot;Search for Meaning\u0026quot; Pathway (Independent Variable: Group, Dependent Variable: Search for Meaning)\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003eIn the mediation model with search for meaning as the dependent variable, identity exploration was validated as a significant mediator. The total effect of the intervention on the search for meaning was significant (effect\u0026thinsp;=\u0026thinsp;1.8022, boot SE\u0026thinsp;=\u0026thinsp;0.2360, 95% CI = [1.3345, 2.2698]).\u003c/p\u003e\n \u003cp\u003eFurther analysis revealed that identity exploration had a significant partial mediating effect (indirect effect\u0026thinsp;=\u0026thinsp;0.1908, boot SE\u0026thinsp;=\u0026thinsp;0.1007, 95% CI = [0.0368, 0.4220]). The intervention significantly enhanced individuals\u0026apos; levels of identity exploration, which in turn further promoted their search for meaning.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv align=\"left\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eMediation Effect Results\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eEffect Type\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePath\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eEffect\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eBoot SE\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eBoot LL CI\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eBoot UL CI\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eDirect Effect\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIntervention \u0026rarr; Presence of Meaning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.2597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.3332\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.5995\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.9200\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIntervention \u0026rarr; Search for Meaning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.8022\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.2360\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.3345\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.2698\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndirect Effect\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIntervention \u0026rarr; Emotional Balance \u0026rarr; Presence of Meaning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.3438\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.1669\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.0744\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.7265\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIntervention \u0026rarr; Identity Exploration \u0026rarr; Search for Meaning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.1908\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.1007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.0368\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.4220\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003ch2\u003e2.5 Discussion of Experiment One\u003c/h2\u003e\n \u003cp\u003eThe results of Experiment one demonstrated that guided interventions prompting individuals to recall past athletic experiences effectively increased their levels of meaning, with significantly stronger effects observed in the experimental group than in the control group. Linear mixed-effects model (LMM) analyses revealed that the intervention group presented significant postintervention increases across all four variables\u0026mdash;presence of meaning, search for meaning, emotional balance, and identity exploration\u0026mdash;with notable interaction effects between group and time. This finding indicates that the memory-based intervention designed in this study successfully elicited positive psychological changes, particularly by enhancing the sense of meaning and self-identity.\u003c/p\u003e\n \u003cp\u003eAt the mechanistic level, further mediation analyses revealed that emotional balance and identity exploration each played a significant partial mediating role in the pathways of \u0026quot;Intervention \u0026rarr; Presence of Meaning\u0026quot; and \u0026quot;Intervention \u0026rarr; Search for Meaning,\u0026quot;, respectively. These findings align with previous research on the relationship between emotional regulation and meaning construction [\u003cspan class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e35\u003c/span\u003e], which suggests that a stable emotional state helps individuals perceive order and direction in life, thereby enhancing the presence of meaning. The mediating role of identity exploration indicates that recalling self-relevant experiences cognitively strengthens the processes of reconstructing \u0026quot;who I am\u0026quot; and \u0026quot;where I come from,\u0026quot; thereby promoting further exploration of life\u0026rsquo;s meaning.\u003c/p\u003e\n \u003cp\u003eMoreover, this study revealed that the improvement in the search for meaning did not occur in isolation but was accompanied by heightened identity exploration. This suggests that meaning construction, within the intervention effects, is not merely a transient, state-like change but may involve deeper restructuring of the self-identity system\u0026mdash;which is consistent with McAdams\u0026apos; theory of \u0026quot;narrative identity\u0026quot; [\u003cspan class=\"CitationRef\"\u003e36\u003c/span\u003e].\u003c/p\u003e\n \u003cp\u003eOverall, Experiment One validated the dual-pathway mechanisms of emotional balance and identity exploration in memory-based interventions, further emphasizing the feasibility and theoretical value of recalling positive past athletic experiences as an intervention pathway. The findings of this study not only expand the research perspective of positive psychological interventions but also offer practical guidance for enhancing the sense of meaning among collegiate transitioning athletes.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"3. Experiment Two: The Unique Therapeutic Mechanism of Recalling Past Athletic Experiences","content":"\u003cp\u003eAlthough Experiment One confirmed the significant positive impact of a recall-based intervention focused on past athletic experiences on the sense of meaning among collegiate transitioning athletes, it remains unclear whether this effect stems from the unique psychological attributes of \u0026quot;athletic experiences\u0026quot; themselves or merely from the general effects of the \u0026quot;act of recalling.\u0026quot; Therefore, Experiment Two aimed to further compare the psychological effects of recalling different types of content (general life experiences vs. athletic experiences) on the sense of meaning and to verify whether recalling past athletic experiences offers a distinct mechanistic advantage in enhancing meaning construction among transitioning athletes.\u003c/p\u003e\n\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\n \u003ch2\u003e3.1 Experimental Design and Procedure\u003c/h2\u003e\n \u003cp\u003eExperiment Two aimed to explore the differential effects of recalling different types of experiences in enhancing the sense of meaning, with a particular focus on whether \u0026quot;recalling past athletic experiences\u0026quot; demonstrates unique psychological regulatory value distinct from recalling general life events in the context of identity transition. A single-factor between-subjects experimental design was used, with the independent variable being the type of recalled content, comprising two groups:\u003c/p\u003e\n \u003cp\u003eRecalling past athletic experiences group (experimental group);\u003c/p\u003e\n \u003cp\u003eThe general life experiences group (control group) was recorded.\u003c/p\u003e\n \u003cp\u003eThe experiment was conducted at two universities in Sichuan Province, China, which targeted high-level student athletes from sports schools who had exited the professional athletic system due to injuries, performance plateaus, or other reasons and were currently enrolled in the universities. The recruitment and screening procedures were the same as those in Experiment one. The participants had to meet the following inclusion criteria: (1) had a provincial-level or higher athletic training background; (2) were no longer engaged in professional athletic competition and were currently identified as ordinary university students; and (3) had sufficient language expression and basic writing ability.\u003c/p\u003e\n \u003cp\u003eAll participants completed a pretest questionnaire prior to the intervention, received the intervention the following day, and completed a posttest questionnaire immediately after the intervention. The interval between the pre- and posttests was one day. A total of 110 collegiate transitioning athletes participated (detailed demographic information is provided in the supplementary materials). The interventions were conducted face-to-face in a guided interview format, limited to personal memories with positive emotional characteristics to ensure an affectively positive and structured recall process.\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eExperimental Group (Recalling Past Athletic Experiences)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe participants in the experimental group were guided to recall a personally meaningful experience from their professional athletic careers, content highly relevant to their \u0026quot;athletic identity\u0026quot; and characterized by positive emotions and self-value. Examples included breakthrough performance, experiences of self-transcendence during high-intensity training, or feelings of trust and achievement during team cooperation. The guiding prompts were identical to those used in Experiment one, covering four structured aspects: (1) background of the event; (2) key individuals and pivotal events; (3) personal feelings and thoughts; and (4) the current significance of the experience. The intervention duration was 25 minutes.\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eControl Group (Recalling General Life Experiences)\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe participants in the control group were guided to recall a positive life experience related to their \u0026quot;civilian identity,\u0026quot; explicitly excluding any content related to sports activities. Examples included university enrollment, family support, participation in campus clubs, or significant friendships. All recalled experiences were required to have positive emotional valence, specificity, and personal significance but no connection to athletic identity. Both interventions were administered by uniformly trained researchers, with an intervention duration of 25 minutes for each group. Researchers maintained a consistent speaking pace, tone, and response style across both groups to ensure that no systematic differences other than the recall content existed during the intervention.\u003c/p\u003e\n \u003cp\u003eTo control for emotional bias further, all the guiding scripts underwent expert review and pilot testing to ensure emotional consistency and structural coherence. The meaning measures used were identical to those used in Experiment One and were administered before and after the intervention. For participants with limited literacy skills or difficulties completing questionnaires, researchers provided oral reading and recording assistance while respecting their autonomy and pacing.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\n \u003ch2\u003e3.2 Results of Experiment Two\u003c/h2\u003e\n \u003cp\u003eThe linear mixed-effects model (LMM) analysis results presented in Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e revealed significant group \u0026times; time interaction effects (\u003cem\u003eps\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01) across all four dependent variables\u0026mdash;presence of meaning, search for meaning, emotional balance, and identity exploration\u0026mdash;indicating that the trajectories of change across pre- and postintervention significantly differed between the experimental and control groups. In particular, participants in the experimental group demonstrated significant increases from the pretest to the posttest, whereas those in the control group exhibited no significant changes.\u003c/p\u003e\n \u003cp\u003eThe post hoc test results, presented in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e, further supported the findings of the main effect analysis: the experimental group showed significant growth across all four indicators from pretest to posttest, whereas the control group\u0026apos;s scores remained relatively stable. Figure 3 visualizes the group differences over time via estimated marginal means plots.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eResults of Linear Mixed-Effects Models\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003ePresence of Meaning\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSearch for Meaning\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eEmotional Balance\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eIdentity Exploration\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026beta;\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026beta;\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026beta;\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026beta;\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eIntercept\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.32963\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e22.806\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.59259\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e35.554\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.31111\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e21.742\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.55556\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e22.372\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.04074\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.152\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.06667\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.365\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.0740\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.049\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.05556\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.247\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eTime\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.03333\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.134\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.01481\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.087\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.01111\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.074\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.05556\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.247\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup \u0026times; Time\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.01481\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.890\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.98148\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8.185\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.82592\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.885\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.94444\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.971\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAIC\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e768.5229\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e605.8971\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e524.8521\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e695.3943\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eBIC\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e788.7746\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e626.1488\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e545.1038\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e715.6459\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eLogLik\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e-378.2615(df\u0026thinsp;=\u0026thinsp;6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e-296.9486(df\u0026thinsp;=\u0026thinsp;6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e-256.4261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e-341.6971(df\u0026thinsp;=\u0026thinsp;6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"9\"\u003eNote: AIC (Akaike \u003cstrong\u003einformation criterion\u003c/strong\u003e) and BIC (Bayesian \u003cstrong\u003einformation criterion\u003c/strong\u003e) are model fit indices used for model comparison. Lower values indicate better model fit, with \u003cstrong\u003ethe\u003c/strong\u003e BIC applying a stronger penalty for model complexity. LogLik (\u003cstrong\u003elog likelihood\u003c/strong\u003e) indicates the log of the likelihood function; higher values suggest better model fit.\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003e\u003c/p\u003e\n \u003ctable id=\"Tab5\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003ePost hoc tests based on linear mixed-effects models\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eIdentity Exploration\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003ePresence of Meaning\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eEmotional Balance\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSearch for Meaning\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTreatment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eControl Group\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTreatment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eControl Group\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTreatment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eControl Group\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTreatment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eControl Group\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ePretest\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.5[3.15, 3.85]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.56[3.23, 3.88]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e4.29[3.8, 4.78]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.33[4.03, 4.62]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.32[2.12, 2.52]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.31[2.12, 2.51]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.53[4.29, 4.77]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.59[4.32, 4.87]\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ePosttest\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.5[4.26, 4.74]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.56[3.23, 3.88]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e5.34[5.09, 5.59]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.36[3.93, 4.8]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.13[2.95, 3.32]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.3[2.04, 2.56]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6.49[6.31, 6.68]\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.58[4.26, 4.9]\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\n \u003ch2\u003e3.3 Discussion of Experiment Two\u003c/h2\u003e\n \u003cp\u003eThrough Experiment Two, this study further validated the intervention effects of recalling different types of experiences on enhancing the sense of meaning and systematically compared, for the first time, the psychological mechanism differences between recalling athletic experiences and recalling everyday life experiences. In terms of overall intervention effects, the experimental group significantly outperformed the control group across all four dimensions\u0026mdash;presence of meaning, search for meaning, emotional balance, and identity exploration\u0026mdash;demonstrating the stability and replicability of the memory-based intervention in promoting meaning construction.\u003c/p\u003e\n \u003cp\u003eImportantly, the strength of effects along specific psychological pathways differed significantly between memory types. Particularly for the variables of search for meaning and identity exploration, the athletic experience group presented a more pronounced advantage over the life experience group. This finding supports the hypothesis proposed earlier (H5), namely, that athletic experiences, which are more self-relevant and goal-directed than general life events are more likely to stimulate individuals\u0026rsquo; motivation for meaning construction and their engagement in identity reflection processes. Compared with everyday life events, athletic experiences typically involve greater levels of challenge, physical arousal, and immediate feedback, making them more readily encoded as \u0026quot;self-defining memories,\u0026quot; which in turn play a greater role in activating identity awareness, reconstructing self-narratives, and fostering the generation of meaning.\u003c/p\u003e\n \u003cp\u003eAlthough the intervention also produced significant improvements in emotional balance, the group differences were relatively small, suggesting that emotional improvement may represent a general regulatory effect common across different memory types rather than a unique effect attributable to athletic experiences. In contrast, the differences observed in identity-related pathways\u0026mdash;such as the search for meaning and identity exploration\u0026mdash;were more distinctive, possibly constituting the core mechanisms underlying the unique advantages of athletic memory interventions.\u003c/p\u003e\n \u003cp\u003eMoreover, the findings provide strong empirical support for existing theories, particularly the view that highly self-relevant memories are more likely to trigger cognitive integration and psychological growth [\u003cspan class=\"CitationRef\"\u003e1\u003c/span\u003e]. From the perspective of intervention strategies, athletic memory recall not only serves as a means of eliciting positive emotions but also represents a psychological intervention technique with narrative construction and identity reconstruction potential, which is particularly applicable to individuals undergoing identity transitions to enhance meaning construction and rebuild self-identity.\u003c/p\u003e\n \u003cp\u003eOverall, this study emphasizes the unique value of athletic experiences within memory-based intervention strategies and expands the application boundaries of meaning-centered interventions, especially among collegiate transitioning athletes. Future research could further differentiate types of athletic experiences (e.g., team vs. individual sports, competitive vs. recreational activities) and explore their relationships with physiological indicators, social adaptation, and other multidimensional psychological health outcomes, thus providing a richer theoretical foundation and strategic guidance for positive psychology interventions across multiple dimensions.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"4. Results","content":"\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Experiment One: The Positive Impact of Recalling Past Athletic Experiences on Sense of Meaning\u003c/h2\u003e\u003cdiv id=\"Sec15\" class=\"Section3\"\u003e\u003ch2\u003e4.1.1 The Enhancing Effects of the Recall Intervention on Four Psychological Indicators\u003c/h2\u003e\u003cp\u003eLinear mixed-effects model analyses revealed that the Group \u0026times; Time interaction effects were significant across all four dependent variables: presence of meaning (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.603, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;4.798, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), search for meaning (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.993, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;8.554, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), emotional balance (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.414, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;2.800, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), and identity exploration (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.000, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;3.209, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01). These results suggest that, compared with the control group, participants in the experimental group demonstrated significantly greater improvements in psychological states after receiving the \"Recalling Past Athletic Experiences\" intervention, thus supporting Hypotheses H1 and H2 (see Tables\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e and Fig.\u0026nbsp;2).\u003c/p\u003e\u003cp\u003eFurther post hoc comparisons revealed that participants in the experimental group exhibited significant increases in all four variables after the intervention, whereas no significant changes were observed in the control group. Specifically, the presence of meaning increased from M\u0026thinsp;=\u0026thinsp;4.51 to M\u0026thinsp;=\u0026thinsp;6.09, the search for meaning increased from M\u0026thinsp;=\u0026thinsp;4.54 to M\u0026thinsp;=\u0026thinsp;6.46, emotional balance increased from M\u0026thinsp;=\u0026thinsp;2.32 to M\u0026thinsp;=\u0026thinsp;2.86, and identity exploration increased from M\u0026thinsp;=\u0026thinsp;3.42 to M\u0026thinsp;=\u0026thinsp;4.47.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\u003ch2\u003e4.1.2 Mediation Analysis: Validation of the Dual-Pathway Mechanism\u003c/h2\u003e\u003cp\u003eTo further explore the psychological mechanisms through which the recall intervention affected the sense of meaning, mediation analyses were conducted via the bootstrap method (5,000 resamples). The results indicated that emotional balance partially mediated the effect of the intervention on the presence of meaning: the intervention significantly predicted emotional balance (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.414, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01), emotional balance significantly predicted the presence of meaning (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.344, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), and the indirect effect was significant (bootstrap 95% CI = [0.0744, 0.7265]), supporting Hypothesis H3.\u003c/p\u003e\u003cp\u003eSimilarly, identity exploration partially mediated the relationship between the intervention and search for meaning: the intervention significantly predicted identity exploration (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.000, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01), identity exploration significantly predicted search for meaning (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.191, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.006), and the indirect effect was significant (bootstrap 95% CI = [0.0368, 0.4220]), thus supporting Hypothesis H4 (see Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Experiment Two: Differential Effects of Recalling Athletic Experiences vs. Life Experiences\u003c/h2\u003e\u003cdiv id=\"Sec18\" class=\"Section3\"\u003e\u003ch2\u003e4.2.1 Intervention Differences in Psychological Pathways Based on Memory Type\u003c/h2\u003e\u003cp\u003eExperiment Two aimed to examine whether recalling past athletic experiences and recalling general life experiences exerted different effects on meaning construction pathways and to compare the strength of these effects across different psychological dimensions. Linear mixed-effects model analyses revealed significant Group \u0026times; Time interaction effects on the core variables of Search for Meaning (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.981, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;8.185, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) and Identity Exploration (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.944, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;2.971, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01). These results indicated that recalling athletic experiences had a significantly greater advantage than recalling life experiences in stimulating meaning-seeking motivation and identity exploration tendencies, thereby supporting Hypothesis H5.\u003c/p\u003e\u003cp\u003eAlthough significant Group \u0026times; Time interactions were also observed for Presence of Meaning (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.015, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;2.890, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001) and Emotional Balance (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.826, \u003cem\u003et\u003c/em\u003e\u0026thinsp;=\u0026thinsp;3.885, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001), subsequent post hoc analyses revealed some overlap in the confidence intervals between groups at posttest, suggesting that group differences in these variables were relatively smaller and that the intervention effects were not as prominent as those observed for Search for Meaning and Identity Exploration.\u003c/p\u003e\u003cp\u003eIn summary, the experimental results highlight that intervention effects differ in strength across specific psychological pathways: athletic experience recall demonstrated stronger differential intervention effects in identity-related pathways (i.e., search for meaning and identity exploration), whereas emotional improvement and the enhancement of the presence of meaning appeared to be common positive effects shared by both memory types.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section3\"\u003e\u003ch2\u003e4.2.2 Post hoc analysis results\u003c/h2\u003e\u003cp\u003ePost hoc comparisons further validated the differentiated pathway effects described above. For the search for meaning dimension, the experimental group\u0026rsquo;s posttest score was M\u0026thinsp;=\u0026thinsp;6.49 (CI = [6.31, 6.68]), which was significantly higher than the control group\u0026rsquo;s M\u0026thinsp;=\u0026thinsp;4.58 (CI = [4.26, 4.90]). Similarly, for the identity exploration dimension, the experimental group\u0026rsquo;s score was M\u0026thinsp;=\u0026thinsp;4.50 (CI = [4.26, 4.74]), which was significantly higher than the control group\u0026rsquo;s M\u0026thinsp;=\u0026thinsp;3.56 (CI = [3.23, 3.88]). Notably, the confidence intervals for these two variables did not overlap, confirming clear and significant differences and thus substantiating the stronger psychological construction effects of the athletic memory intervention in these pathways.\u003c/p\u003e\u003cp\u003eIn contrast, for the presence of meaning, the experimental group scored M\u0026thinsp;=\u0026thinsp;5.34 (CI = [5.09, 5.59]), and the control group scored M\u0026thinsp;=\u0026thinsp;4.36 (CI = [3.93, 4.80]); for emotional balance, the experimental group scored M\u0026thinsp;=\u0026thinsp;3.13 (CI = [2.95, 3.32]), and the control group scored M\u0026thinsp;=\u0026thinsp;2.30 (CI = [2.04, 2.56]). Although both dimensions showed numerical improvement trends, some overlap in confidence intervals suggests smaller group differences. Thus, it can be concluded that the unique psychological construction value of recalling past athletic experiences is reflected primarily in its promotion of identity-related pathways\u0026mdash;specifically, the search for meaning and identity exploration\u0026mdash;rather than producing uniform effects across all psychological dimensions (see Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e and Fig.\u0026nbsp;3).\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eDuring the critical period of transitioning from athletic roles to student roles, collegiate transitioning athletes often face psychological challenges such as weakened self-identity and a blurred sense of life direction. Grounded in positive psychology and identity development theories, this study systematically explored the impact mechanism of \"recalling past athletic experiences\" on the sense of meaning through two experiments and validated the dual-pathway mediating roles of emotional balance and identity exploration. The findings showed that, compared with the ability to recall memories of general life, the structured recall of athletic experiences demonstrated significant advantages in stimulating emotional regulation and meaning construction, highlighting its theoretical value and practical potential as an intervention.\u003c/p\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003e5.1 Dual-Pathway Therapeutic Mechanism of Recalling Past Athletic Experiences\u003c/h2\u003e\u003cp\u003eExperiment One confirmed that recalling athletic experiences positively influenced the presence of meaning and the search for meaning through two distinct pathways: emotional balance and identity exploration. Emotional balance served as a mediator regulating emotional states during the evaluation of \"life as meaningful in the present,\" whereas identity exploration bridged the past athletic self with future existential questioning, forming a core cognitive processing mechanism.\u003c/p\u003e\u003cp\u003eThis result echoes the basic expectations of Fredrickson\u0026rsquo;s broaden-and-build theory [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e], emphasizing that positive emotions expand cognitive horizons and accumulate psychological resources [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], and it supports McLean and Pasupathi\u0026rsquo;s cognitive narrative chain model of \"Memory \u0026rarr; Identity \u0026rarr; Goal Integration,\" which highlights how recalling self-relevant events fosters identity processing and meaning construction [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. As highly embodied and achievement-oriented self-memories, athletic experiences activate emotional and identity elements, offering positive psychological resources to help collegiate transitioning athletes cope with transition challenges.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003e5.2 The Unique Advantages of Recalling Athletic Experiences\u003c/h2\u003e\u003cp\u003eExperiment two further compared the psychological effects of recalling athletic experiences with those of general life memories. The results indicated that recalling athletic experiences was more likely to stimulate identity exploration and the search for meaning, demonstrating greater psychological benefits. This finding supports recent research emphasizing the potential of high-arousal memories in meaning construction [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Additionally, the elements embedded in athletic memories\u0026mdash;such as effort, success and failure, and collaboration\u0026mdash;align with the three psychological pathways for meaning construction proposed by Martela and Steger [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]: coherence, purpose, and significance.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec23\" class=\"Section2\"\u003e\u003ch2\u003e5.3 Individual differences and the risk of \"backlash effects\"\u003c/h2\u003e\u003cp\u003eAlthough most participants benefited from the recall intervention, a few individuals experienced negative emotional activation during the recall process, such as self-blame, loss, or nostalgic sadness, suggesting that \"athletic memory interventions\" may not be universally applicable. This \"reminiscent bump backlash\" has been noted in recent memory research [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Particularly among individuals with outstanding athletic achievements but significant reality gaps, intense athletic identity recall may trigger feelings of identity rupture and increased negative self-evaluation [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. Therefore, it is crucial to assess participants' current emotional states, levels of identity integration, and psychological resilience prior to intervention, ensuring the adaptive and individualized implementation of memory interventions.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003e5.4 Cross-Cultural Adaptation and Local Context Considerations\u003c/h2\u003e\u003cp\u003eThis study was conducted in the context of Chinese universities and targeted high-level student athletes who prematurely exited professional athletic systems due to injuries or performance bottlenecks and enrolled as ordinary students. For this population, athletic experiences are often deeply embedded within their core identities, serving as important sources of self-worth and closely tied to cultural values such as national honor and collective identity [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eIn contrast, in Western contexts (e.g., the NCAA system in the United States), collegiate athletes often undergo a gradual transition from \"student-athlete\" dual identities, with more mature support systems, including academic planning, psychological counseling, and career guidance [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. In China, however, identity rupture among collegiate transitioning athletes tends to be sudden and involuntary, often resulting from injuries or declining performance, without corresponding psychological buffering or support systems [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eResearch has shown that successful adaptation during identity transitions depends on the degree of attachment to the original role and the extent to which new role meaning is reconstructed [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. In Chinese culture, the identity of an \"athlete\" is often seen as prestigious, and its abrupt loss can cause psychological trauma related to \"identity depletion\" and \"value rupture.\" Thus, in this context, structured recall of athletic experiences not only serves to evoke positive emotions but also may help reaffirm self-worth and awaken future-oriented meaning pursuits.\u003c/p\u003e\u003cp\u003eMoreover, cultural context significantly influences the adaptation of memory types. In collectivist East Asian cultures, athletic memories are more likely to be encoded as \"self-defining memories\" infused with social expectations and group honor [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. In contrast, in some Latin American or Islamic cultures, family, faith, or national memories may play stronger roles in stimulating a sense of meaning [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. Therefore, future research should explore how different types of memories operate across cultural backgrounds, examining their emotional structures, identity values, and differential effects on meaning construction, thereby enhancing the cultural sensitivity and theoretical adaptability of memory-based interventions.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec25\" class=\"Section2\"\u003e\u003ch2\u003e5.5 Theoretical contributions and practical implications\u003c/h2\u003e\u003cp\u003eTheoretically, this study is the first to introduce \"collegiate transitioning athletes\" into memory therapy research and innovatively integrates \"embodied athletic memories\" into meaning construction pathway models, filling a gap in current positive psychology and identity development studies regarding \"special memory types\" [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e].\u003c/p\u003e\u003cp\u003ePractically, this study suggests incorporating \"structured athletic memory interviews\" or \"highlight diaries\" into psychological counseling, athletic retirement support, and campus adaptation programs, transforming athletic experiences into mobilizable positive psychological resources to aid identity reconstruction and meaning adjustment. However, interventions must clearly define target groups and avoid applying to individuals who have not completed identity differentiation or who exhibit strong negative emotions to prevent counterproductive effects.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section2\"\u003e\u003ch2\u003e5.6 Limitations and Future Directions\u003c/h2\u003e\u003cp\u003eDespite the study's rigorous methodology and systematic experimental design, several limitations remain:\u003c/p\u003e\u003cp\u003e(1) Sample Homogeneity: Participants were drawn exclusively from Chinese universities, with relatively homogeneous gender and academic backgrounds. Future research should include more diverse groups, such as retired professional athletes and cross-cultural student athletes.\u003c/p\u003e\u003cp\u003e(2) Measurement limitations: Core mechanism variables such as emotional balance and identity exploration were measured via self-reports. Future studies should incorporate objective measures (e.g., HRV, physiological arousal, and eye tracking) to increase explanatory power.\u003c/p\u003e\u003cp\u003e(3) Content control insufficiency: Although structured prompts were used, variations in emotional intensity and achievement levels of recalled memories may still exist among individuals. Future studies could apply narrative analysis techniques to structurally code memory texts and control for content differences.\u003c/p\u003e\u003cp\u003e(4) Absence of manipulation checks: No manipulation checks for emotional arousal or memory clarity were set up in this study. Given that athletic experiences are naturally high in arousal, future research should introduce subjective emotion ratings or physiological indicators to more clearly distinguish \"content effects\" from \"arousal effects.\"\u003c/p\u003e\u003cp\u003e\u003cb\u003eEthics Statement\u003c/b\u003e\u003c/p\u003e\u003cp\u003eAll participants were aged 16 years and above. The study protocol was approved by the Department of Science and Technology of the Sichuan Institute of Industrial Technology. All research activities were conducted in accordance with the provisions of the Declaration of Helsinki. Prior to the commencement of the study, written informed consent was obtained from all participants. Participation in this study was entirely voluntary, and all participants fully understood the purpose, procedures, potential benefits, and possible risks of the research.\u003c/p\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003cp\u003eNot applicable.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFunding statement\u003c/h2\u003e\u003cp\u003eNo Funding.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eH X designed the study, conducted the experiments, performed statistical analyses, and drafted the manuscript.XW L supervised the entire project, revised the manuscript critically for important intellectual content, and served as the corresponding author.Y L contributed to the literature review, data cleaning, and interpretation of results.C Z assisted in data collection, participant recruitment, and manuscript editing.All authors read and approved the final manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgments\u003c/h2\u003e\u003cp\u003eNot applicable.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets used and analyzed during the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003ea. JA, Singer S. P. The remembered self: Emotion and memory in personality. New York: Free; 1993.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSinger JA, Blagov P, Berry M. Oost. Self-defining memories, scripts, and the life story: narrative identity in personality and psychotherapy. J Pers. 2013;81:569\u0026ndash;82.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eB. L. Fredrickson. The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. Am Psychol. 2001;56:218\u0026ndash;26.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eStanley DM, Lane AM, Beedie CJ, Friesen AP. Devonport. Emotion regulation strategies used in the hour before running. Int J Sport Exerc Psychol. 2012;10(3):159\u0026ndash;71.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHan J, Wang Y, Qian J, Shi M. Delving into the role of creativity on meaning in life: A multiple mediation model. 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Pers Soc Psychol Rev. 2007;11:262\u0026ndash;78.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePark CL. Making sense of the meaning literature: an integrative review of meaning making and its effects on adjustment to stressful life events. Psychol Bull. 2010;136:257\u0026ndash;301.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eNegru-Subtirica O, Pop EI, Luyckx K, Dezutter J, Steger MF. The meaningful identity: A longitudinal look at the interplay between identity and meaning in life in adolescence. Dev Psychol. 2016;52:1926\u0026ndash;36.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSchwartz SJ, Kurtines WM, Montgomery MJ. A comparison of two approaches for facilitating identity exploration processes in emerging adults: An exploratory study. J Adolesc Res. 2005;20(3):309\u0026ndash;45.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSpeer ME, Bhanji JP, Delgado MR. 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She is where I\u0026rsquo;d want to be in my career: Youth athletes\u0026rsquo; role models and their implications for career and identity construction. Psychol Sport Exerc. 2019;45:101562.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWang Q, Conway MA. The stories we keep: autobiographical memory in American and Chinese middle-aged adults. J Pers. 2004;72:911\u0026ndash;38.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eJobson L, O\u0026rsquo;Kearney R. Cultural differences in autobiographical memory of trauma. Clin Psychol. 2006;10(3):89\u0026ndash;98.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eM. J. DeMarco. 6-Fold path to self-forgiveness: an interdisciplinary model for the treatment of moral injury with intervention strategies for clinicians. Front Psychol. 2024;15:1437070.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"transitioning athletes, past athletic experiences recall, sense of meaning, emotional balance, identity exploration","lastPublishedDoi":"10.21203/rs.3.rs-6989928/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6989928/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cb\u003eBackground\u003c/b\u003e Transitioning collegiate athletes, particularly those who have withdrawn from professional sports due to injury or performance decline, often face psychological challenges related to identity loss and diminished life meaning. This study explores whether recalling past athletic experiences can serve as an effective psychological intervention to enhance the sense of meaning in this population and examines the underlying mechanisms of this effect.\u003c/p\u003e\u003cp\u003e\u003cb\u003eMethods\u003c/b\u003e Two randomized controlled experiments were conducted involving former high-level student-athletes now enrolled in university. Participants were randomly assigned to either an experimental group that recalled structured autobiographical athletic experiences or a control group that recalled general life events. Outcome variables included presence of meaning, search for meaning, emotional balance, and identity exploration. Linear mixed-effects models were used to analyze intervention effects, and mediation analyses were conducted using bootstrapping procedures.\u003c/p\u003e\u003cp\u003e\u003cb\u003eResults\u003c/b\u003e The experimental group demonstrated significantly greater improvements than the control group across all four outcome variables (ps\u0026thinsp;\u0026lt;\u0026thinsp;.01). Mediation analyses revealed two distinct mechanisms: emotional balance partially mediated the effect of the intervention on the presence of meaning, while identity exploration partially mediated the effect on the search for meaning. Additionally, Experiment 2 confirmed that recalling athletic experiences yielded stronger effects on identity-related outcomes compared to recalling general life experiences.\u003c/p\u003e\u003cp\u003e\u003cb\u003eConclusions\u003c/b\u003e Recalling past athletic experiences offers unique psychological benefits for transitioning athletes by enhancing emotional regulation and stimulating identity exploration. These findings support the use of structured memory recall as a targeted intervention to promote meaning construction and identity reconstruction in athletic retirement contexts. Future applications should consider individual emotional readiness and cultural context to optimize intervention outcomes. Trial registration: Not applicable. The study was ethically approved by the Department of Science and Technology, Sichuan Institute of Industrial Technology (Approval date: December 1, 2024).\u003c/p\u003e","manuscriptTitle":"The Impact of Recalling Past Athletic Experiences on the Sense of Meaning in Transitioning Collegiate Athletes: A Dual Mediation Model of Emotional Balance and Identity Exploration","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-27 06:36:20","doi":"10.21203/rs.3.rs-6989928/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2025-09-15T10:07:43+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"184548307392363760184110898253530836850","date":"2025-08-27T18:59:45+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"315010748616514031600920401940173787207","date":"2025-08-26T08:54:14+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-18T11:04:15+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-07-21T10:00:21+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-21T09:50:16+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-11T10:34:02+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-07-11T10:28:28+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"c5e4b4d3-be64-4129-a03f-9cec26a976c8","owner":[],"postedDate":"August 27th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-08-27T06:36:20+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-27 06:36:20","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6989928","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6989928","identity":"rs-6989928","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}