Background Ambivalent professional identity (API)—the coexistence of identification and dis-identification with one’s profession—undermines motivation and satisfaction. Research on API among medical interns remains limited. This study applies social cognitive theory (SCT) to explore the formation mechanism of API in Chinese medical interns and proposes strategies to enhance professional identity. Methods Conducted at the First Affiliated Hospital of Zhengzhou University, the study involved 1,054 medical interns from six institutions and five specialties. In October 2023, all interns submitted reflective writings during the early internship phase. Directed content analysis was used to examine 772 valid submissions. Results Six common themes were identified and categorized into three SCT-based stages: conflictive learning experiences, ambivalent reinforcements, and API formation. Through observation and practice, interns encountered contrasting experiences related to patient outcomes, professional behavior, automation, feedback, task performance, and risk. These shaped mixed perceptions of their roles. Reinforcement processes triggered ambivalent emotions—achievement alongside self-doubt—culminating in API marked by increased responsibility and career interest, yet coupled with anxiety and powerlessness. Conclusion SCT effectively explains API formation in medical interns. Ambivalent learning experiences, mediated by contradictory reinforcements, shape identity development, highlighting SCT’s relevance in healthcare education.
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