Perceived meaninglessness: peer suicide can be like a wrecking ball to college students’ interest in self-improvement products

Purpose The research aims to investigate how peer suicide influences college students' preferences for self-improvement products by examining the mediating role of perceived meaninglessness and the moderating effect of life history strategies. Guided by cognitive dissonance theory and conservation of resources theory, the research addresses two core questions: (1) Does peer suicide reduce self-improvement product preferences via perception of meaninglessness? (2) How do life history strategies moderate this relationship? Design/methodology/approach In three experimental studies, we manipulated peer suicide scenarios using three distinct methods and measured preferences for diverse self-improvement products (e.g. a fitness video, a learning app and the e-book communication skills). Findings Peer suicide reduces self-improvement product preferences by increasing perceived meaninglessness. Moreover, life history strategies significantly moderate this mediating effect. Specifically, the mediating effect of perceived meaninglessness is more pronounced among college students with a slow strategy than among those with a fast strategy, leading to a greater decline in preferences for self-improvement products. Originality/value This research bridges trauma psychology and consumer behavior by identifying perception of meaninglessness as a novel psychological mechanism and life history strategies as a boundary condition. The findings extend the application of cognitive dissonance theory and conservation of resources theory to traumatic contexts and offer targeted implications for mental health education of college students and marketing strategies of self-improvement products.