This quantitative study investigates the relationship between the Kirkpatrick Level 4 Assessment Model, ideological and political theory courses, and the meaning of life among Chinese university students. A sample of 90 participants from three universities (Tsinghua University, Peking University, and Fudan University) completed measures assessing educational effectiveness, ideological endorsement, and perceptions of the meaning of life. Descriptive statistics, correlation analysis, regression analysis, and mediation analysis were conducted to examine the relationships among variables. Additionally, comparisons were made across universities, genders, and age groups. The results revealed significant positive correlations between the Kirkpatrick model and Marx's theory, as well as between ideological endorsement and perceptions of the meaning of life. Both the Kirkpatrick model and Marx's theory emerged as significant predictors of meaning in life, with age also playing a significant role. Furthermore, mediation analysis indicated indirect effects of the Kirkpatrick model and Marx's theory on the relationship between ideological education and perceptions of the meaning of life. Peking University consistently exhibited the highest mean scores across variables, suggesting potential differences in educational approaches and ideological climates among universities. Gender differences were non-significant, but age emerged as a significant predictor of existential perceptions. This research enriches our comprehension of the intricate relationship between educational encounters, ideological frameworks, and existential viewpoints among college students.
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