146 Spirituality Studies veloped and validated on the same sample used in the main study, which limits the independence of the psychometric evidence. Third, item overlap or insufficient conceptual differentiation at the item-construction stage may have contributed to subscale redundancy. These findings represent a meaningful psychometric limitation. The present scale should be treated as a preliminary instrumentation tool whose discriminant validity remains unestablished. Future validation studies with independent samples should employ confirmatory factor analysis, multitrait-multimethod matrices, and external criterion measures to determine whether SOM and OOM constitute empirically separable constructs or function as components of a single higher-order meaning dimension in this population. 2.5 Procedure Once the relevant schools granted permission and the institution provided approval, the study progressed in a series of steps. School counsellors pinpointed students who qualified and provided them with initial information relevant to the study. Students who were interested were invited to information sessions where the researchers had the opportunity to explain the purpose of the study, the process that the study involves, the measures that will be taken to protect confidentiality, and that participation is voluntary. Interest in the study was documented, and students were assessed against the eligibility criteria. Eligible students and their parents/guardians (for students who are minors) provided informed consent in writing after being given detailed study information. Participants completed a set of initial assessments, the Meaning in Life Scale, and a socio-demographic questionnaire. After the initial assessment, participants were assigned to one of two groups, which were interventions, and were sorted by a computer-based random assignment system, and the adjusting variables were gender to keep a balanced distribution of participants across the groups. During non-academic hours, school counseling staff conducted eight weekly sessions, each lasting 90 minutes, in school counseling centers. Attendance was documented, and participants had to attend at least seven sessions to be included in the analyses. Participants completed the posttest assessment immediately after the last intervention (Week 8), which involved the same Meaning in Life Scale. Exactly four weeks after the last intervention (Week 12), participants came back for the follow-up assessment, which aimed to ensure any changes had been retained. All assessments took place in the school setting, which was quiet and private. Participants’ data was anonymized, and they were assured that their data would be kept confidential. The completed questionnaires were locked away so that only the research team could access them. 2.6 Ethical Considerations This research adhered to the principles of the Declaration of Helsinki and the Indonesian national guidelines for research ethics. Participants who were 18 years and older provided their signed informed consent. As for participants who were minors, parental/guardian consent and the participant assent were collected. Study information sheets were given to each participant. These sheets described the purpose of the study, study procedures, and potential risks and benefits. The confidentiality protections were described and the participant’s right to withdraw was emphasized. This could be done at any point, without any consequences on their studies or access to school services. Every participant was given a unique code by which their data was anonymized. Personal identifying information was kept apart from the research papers. Locked and secure storage was used for the research data. Only summary information was used in the publications. This was done in order to protect the identity of the participants. Participation in the study was voluntary. No extra credit was offered in class and no payment was made. The risks involved were minor and could involve emotional discomfort while discussing existential or personal issues during an intervention. Trainers were equipped to handle emotional support, and participants who were highly distressed were referred to mental health services at the school. Self-awareness, coping, and the participants’ sense of life meaning were improved, which were some of the intervention’s benefits. The community leaders and Islamic scholars structured the intervention’s procedures and content to preserve culturally appropriate and Islamic values. The materials and activities were within the Islamic cultural values and the cultural values of Indonesia.
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