Positive psychology instruction with embedded mindfulness exercises and associations with professional calling and self-concept clarity: a quasi-experimental study of chinese medical students

Abstract

The effects of mindfulness on personal development and positive self-related outcomes in learning and professional contexts have been studied extensively. However, the associations of positive psychology instruction with embedded mindfulness exercises with professional calling and self-concept clarity remain underexplored among medical students. The present study examined whether participation in such instruction was associated with changes in professional calling and self-concept clarity among 105 medical students at Shandong Xiehe University. The participants were divided into two groups: a training group ( n = 51) and a control group ( n = 54). Both groups completed the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R), the Calling and Vocation Questionnaire (CVQ), and the Self-Concept Clarity Scale (SCCS). Over 16 weeks of study, the training group received a course that incorporated positive psychology and mindfulness exercises, while the control group received no training or intervention in these areas. The results indicated that the training group showed greater increases in mindfulness, professional calling, and self-concept clarity compared to the control group. These findings indicate that integrating mindfulness-related practices into positive psychology instruction was associated with higher levels of mindfulness, professional calling, and self-concept clarity among medical students in this study.