A Cross-Sectional Study of Individual Learning Passion in Medical Education: Understanding Self-Development in Positive Psychology

Abstract

BackgroundBoosting the individual learning passion of medical students is a novel approach to improve their academic performance. It facilitates the medical education reform, motivating both policymakers and educators to focus on the function of positive psychology in the career development of medical students. Therefore, this study aimed (1) to assess the status of two types of learning passion; (2) to clarify the relationship between self-esteem and two types of learning passion among Chinese medical students; (3) to examine the mediating role of psychological capital (PsyCap) in the relationship between self-esteem and two types of learning passion, respectively; and (4) to identify the moderating role of professional identity in the relationship between PsyCap and two types of learning passion, respectively.MethodsA cross-sectional online survey was conducted from April to June 2016 in China. A total of 1,218 valid questionnaires (effective completion rate: 67.93%) were collected from four medical schools.ResultsSelf-esteem significantly and positively influenced medical students’ PsyCap (β = 0.637, P < 0.01) and two types of learning passion, including harmonious learning passion (β = 0.589, P < 0.01) and obsessive learning passion (β = 0.436, P < 0.01). PsyCap fully mediated the relationship (β = 0.578, P < 0.01) between self-esteem and harmonious learning passion positively, whereas it suppressed the relationship (β = 0.490, P < 0.01) between self-esteem and obsessive learning passion. Further, professional identity significantly moderated the correlation between PsyCap and harmonious learning passion (β = −0.554, P < 0.05), rather than obsessive learning passion (P > 0.05).ConclusionTwo types of learning passion of medical students are positively influenced by self-esteem and PsyCap. Medical students with high-level self-esteem should possess strong PsyCap, which augments their harmonious as well as obsessive learning passion. Moreover, the positive effect of medical students’ PsyCap on harmonious learning passion is more notable among those with a lower professional identity. Finally, this study argues that strengths-based interventions of self-esteem and PsyCap are a beneficial approach for future enhancing learning passion in the domain of medical education.

Impact of perceived social support on psychological resilience: a comparison between medical and surgical postgraduate residents

“…Postgraduate medical training for the sake of competence and the accompanying ability to improvise during uncertain situations is a serious challenge for medical institutions. 1,2 Modern pedagogical approaches recognise the need to build PR among young physicians during medical education training. However, this approach has rarely been used as a goal in professional development.…”

“…Positive education among postgraduate medical students is an emerging concern among researchers worldwide. 1,2 There has been a plethora of research addressing the elevated level of psychological distress and burnout among medical and surgical residents, [3][4][5] highlighting the need for positive education during residency training. 5 A metaanalysis 3 of residents from various world regions found a 57.18% prevalence of burnout in several Asian countries compared to 27.72% in several European countries.…”

“…The stress buffering model is usually observed when social support is measured through perceived measures. 7,8 Recent empirical evidence 1,5,10 suggests that PSS and psychological resilience (PR) are interrelated protective factors against mental distress, and improve work performance and wellbeing. Resilience refers to the ability to grow and find meaning in adverse events.…”

“…There is ample evidence suggesting that resilience helps residents in coping efficiently with the stress experienced during medical training, such as high workload and achievement expectations. 1,5 It is evident that resilience is positively associated with family and institutions among medical residents. 5,15 However, there is lack of consensus in literature 5,16,17…”

Psychological Capital, Workplace Spirituality, and Work Passion of Employees in a Human Resource and Organization Development Company

“…ธุ รกิ จเกี ่ ยวกั บการพั ฒนาทรั พยากรมนุ ษย และองค การมี การเติ บโตเพิ ่ มขึ ้ นเป นจํ านวนมากทั ้ งในและต างประเทศ อั นเป นผล จากความตื ่ นตั วของกระแสแห งเทคโนโลยี การปรั บเปลี ่ ยนโครงสร าง รู ปแบบการทํ างานให คล องตั วเพื ่ อสอดรั บกั บการเปลี ่ ยนแปลง ที ่ คาดไม ถึ ง ทํ าให องค การต าง ๆ เล็ งเห็ นถึ งความสํ าคั ญของการนํ ามุ มมองเชิ งกลยุ ทธ ในการบริ หารทรั พยากรมนุ ษย มาใช (Mello, 2019) (Zigarmi, Houson, & Witt, 2009) ความมุ  งมั ่ นทุ  มเท ในการทํ างานจึ งได รั บการยอมรั บว าเป นองค ประกอบสํ าคั ญอย างหนึ ่ งของความสํ าเร็ จในการทํ างาน (Vallerand & Houlfort, 2019) รวมทั ้ งเป นกลยุ ทธ สํ าหรั บการรั กษาและดึ งดู ดให พนั กงานอยู  กั บองค การ (Johri & Misra, 2014) ดั งนั ้ นองค การจึ งควร ตระหนั กถึ งความสํ าคั ญและต องการที ่ จะพั ฒนาพนั กงานให มี ความมุ  งมั ่ นทุ  มเทในการทํ างานเพิ ่ มขึ ้ น จากการศึ กษางานวิ จั ยที ่ เกี ่ ยวข องพบว าตั วแปรหนึ ่ งที ่ มี ความสั มพั นธ กั บความมุ (Luthans, Youssef & Avolio, 2007) สอดคล องกั บงานวิ จั ยที ่ ศึ กษากั บนั กศึ กษาแพทย ในประเทศจี นที ่ สนั บสนุ นว าต นทุ นทาง จิ ตวิ ทยามี อิ ทธิ พลต อความมุ  งมั ่ นทุ  มเทในการเรี ยน (Zhang, et al, 2022) (Milliman, Ferguson, Trickett & Condemi, 1999)…”