The mediating role of mindfulness between professional identity and positive emotions among medical students
10.3760/cma.j.cn371468-20230721-00014
- VernacularTitle:正念在医学生职业认同感与正性情绪间的中介作用
- Author:
Tao DU
1
;
Ruixue XU
;
Xingmeng NIU
;
Jinghua ZHAI
;
Ningning LIU
Author Information
1. 济宁医学院临床医学院，济宁 272067
- Keywords:
Mindfulness;
Positive emotions;
Professional identity;
Mediating role;
Medical students
- From:
Chinese Journal of Behavioral Medicine and Brain Science
2024;33(10):938-942
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the mediating role of mindfulness between professional identity and positive emotions among medical students.Methods:From February to April 2022, a total of 878 undergraduates from a medical school in Shandong Province were selected by cluster sampling method. The medical professional identity questionnaire, positive and negative affective scale, and mindful attention awareness scale were utilized for cross-sectional investigation. SPSS 22.0 software was used for descriptive and correlation analysis, and AMOS 25.0 software was used to test the mediating effect.Results:(1) The scores for medical students' professional identity, positive emotions, and mindfulness were 140.00 (125.00, 150.00), 30.00 (28.00, 35.00), and 52.00 (44.00, 63.00), respectively. The dimension scores of occupational cognition, occupational emotion, occupational commitment, occupational behavior, occupational expectation and occupational sense of value in the medical professional identity questionnaire were 23.00 (20.00, 25.00), 19.00 (16.00, 20.00), 19.00 (16.00, 21.00), 16.00 (13.00, 16.00), 32.00 (28.00, 36.00), and 31.00 (29.00, 34.00), respectively. (2) The total and dimension scores of professional identity, positive emotions, and mindfulness were significantly and positively correlated with each other( r=0.125-0.390, all P<0.001). (3) Mindfulness partially mediated the relationship between professional identity and positive emotions (effect size=0.02, 95% CI=0.01-0.04), and the mediating effect accounted for 4.76%(0.02/0.42) of the total effect. Conclusion:Professional identity can directly affect the positive emotions of medical students, and indirectly affect the positive emotions through the mediating role of mindfulness.
