Positive psychology instruction with embedded mindfulness exercises and associations with professional calling and self-concept clarity: a quasi-experimental study of chinese medical students.
- 1Department of General Education, Shandong Xiehe University, Jinan, China.
- 2Psychology Department, Wolaita Sodo University, Wolaita Sodo, Ethiopia. [email protected].
Abstract
Background
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.Methods
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.Results
The results indicated that the training group showed greater increases in mindfulness, professional calling, and self-concept clarity compared to the control group.Conclusions
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.
Related
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BibTeX
@article{aldbyani2026positive,
title = {{Positive psychology instruction with embedded mindfulness exercises and associations with professional calling and self-concept clarity: a quasi-experimental study of chinese medical students.}},
author = {Aamer Aldbyani and Zhang Chuanxia and Yanwen Li and Bereket Merkine Gebresilase},
journal = {BMC psychology},
year = {2026},
month = jul,
doi = {10.1186/s40359-026-05245-3},
url = {https://europepmc.org/article/MED/42902433},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Positive psychology instruction with embedded mindfulness exercises and associations with professional calling and self-concept clarity: a quasi-experimental study of chinese medical students.
AU - Aamer Aldbyani
AU - Zhang Chuanxia
AU - Yanwen Li
AU - Bereket Merkine Gebresilase
PY - 2026
DA - 2026/07/25
JO - BMC psychology
DO - 10.1186/s40359-026-05245-3
UR - https://europepmc.org/article/MED/42902433
AB - Background 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.Methods 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.Results The results indicated that the training group showed greater increases in mindfulness, professional calling, and self-concept clarity compared to the control group.Conclusions 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.
SN - 2050-7283
ER -