This study aimed to explore the impact of calligraphy training on the emotional well-being of college students，as well as the mediating roles of state mindfulness and rumination in this relationship, using a cross-sectional design (N = 120) and longitudinal (N = 157) design. The cross-sectional study compared the means of rumination, state mindfulness and the positive and negative emotions between long-term calligraphy experience group (≥3 years of practice) and control group. With 24 - week structured calligraphy intervention, the longitudinal study further tested the effect of calligraphy practice on emotional well-being and explore the mechanism. The results showed that: (1) In the cross-sectional study (Study 1), college students with long-term calligraphy experience had higher levels of positive emotions and state mindfulness, as well as lower levels of negative emotions and perceived stress compared to those without calligraphy experience. (2) In the 24 - week longitudinal intervention study (Study 2), students who received calligraphy training showed a significant increase in state mindfulness. Meanwhile, compared with the control group, their negative emotions and rumination did not increase. In addition, State mindfulness and rumination played mediating roles between calligraphy training and emotional well-being. This study indicates that calligraphy practice, as a traditional cultural activity, has great potential for promoting mental health.
CHEN et al. (Wed,) studied this question.
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