Psychometric Properties of the Mindfulness in Teaching Scale in a Sample of Portuguese Teachers
Mindfulness - Trang 1-12 - 2024
Tóm tắt
In recent years, there has been an increasing interest in scientific research examining the impact of mindfulness on teacher well-being and its implications for education. Thus, it is vital to have psychometrically robust measures suitable for educational settings. The current study aimed to validate a Portuguese version of the Mindfulness in Teaching Scale (MTS-PT). The MTS-PT was administered to a sample of teachers (n = 863), along with self-report measures and indicators of teacher well-being: job satisfaction, positive and negative affect, loneliness and positive solitude, self-compassion, and dispositional mindfulness. We examined the MTS-PT factorial validity, the reliability of its facets, convergent and divergent validity, factorial invariance, and assessed mean differences of its scores across teachers’ sociodemographic characteristics. Confirmatory Factor Analysis supported the original 2-related-factor structure of the MTS distinguishing Teacher Intrapersonal Mindfulness and Teacher Interpersonal Mindfulness. This model was invariant across sex, teaching years and educational levels taught by the participating teachers. Inferential tests revealed that more experienced teachers reported higher levels of intrapersonal mindfulness while elementary school teachers reported higher levels of interpersonal mindfulness. Reliability values were adequate to good in both dimensions. The MTS-PT subscales correlated positively with teacher well-being indicators, and inversely with negative affect and loneliness. Overall, findings support the psychometric adequacy of the MTS-PT, suggesting that it is a reliable and valid self-report measure of teachers’ mindfulness. This instrument can bring relevant insights about teachers’ mindfulness facets and provide useful indications for the development and assessment of mindfulness-based interventions for teachers.
Tài liệu tham khảo
Albuquerque, I., de Lima, M. P., Figueiredo, C., & Matos, M. (2012). Subjective well-being structure: Confirmatory factor analysis in a teachers’ Portuguese sample. Social Indicators Research, 105(3), 569–580. https://doi.org/10.1007/s11205-011-9789-6
Albuquerque, I., Matos, M., Figueiredo, C. & Lima, M.C. (2021a). Pursuing a better understanding of psychological well-being: Confirmatory factor analyses in a Portuguese sample. [Manuscript in preparation]. Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC), University of Coimbra.
Albuquerque, I., Palmeira, L., Lima, M.P., Cunha, M., Galhardo, A. & Matos, M., (2021b). Measuring the satisfaction with professional life of teachers: Psychometric validation in a Portuguese sample. [Manuscript in preparation]. Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC), University of Coimbra.
Baer, R. A., Smith, G. T., Lykins, E., Button, D., Krietemeyer, J., Sauer, S., Walsh, E., Duggan, D., & Williams, J. M. G. (2008). Construct validity of the five facet mindfulness questionnaire in meditating and nonmeditating samples. Assessment, 15(3), 329–342. https://doi.org/10.1177/1073191107313003
Baminiwatta, A., & Solangaarachchi, I. (2021). Trends and developments in mindfulness research over 55 years: A bibliometric analysis of publications indexed in web of science. Mindfulness, 12(9), 2099–2116. https://doi.org/10.1007/s12671-021-01681-x
Bergomi, C., Tschacher, W., & Kupper, Z. (2013). The assessment of mindfulness with self-report measures: Existing scales and open issues. Mindfulness, 4(3), 191–202. https://doi.org/10.1007/s12671-012-0110-9
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822
Byrne, B. M. (2016). Structural equation modeling with Amos: Basic concepts, applications, and programming (3rd ed.). Routledge.
Castilho, P., Pinto-Gouveia, J., & Duarte, J. (2015). Evaluating the multifactor structure of the long and short versions of the self-compassion scale in a clinical sample: Factor analysis of the long and short self-compassion scale. Journal of Clinical Psychology, 71(9), 856–870. https://doi.org/10.1002/jclp.22187
Cheang, R., Gillions, A., & Sparkes, E. (2019). Do mindfulness-based interventions increase empathy and compassion in children and adolescents: A systematic review. Journal of Child and Family Studies, 28(7), 1765–1779. https://doi.org/10.1007/s10826-019-01413-9
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. https://doi.org/10.1080/10705510701301834
Chiodelli, R. (2021). Mindfulness e Solitude: efeitos de um programa breve de mindfulness em universitaŕ ios [Mindfulness and Solitude: effects of a brief mindfulness program on university students]. [Doctoral dissertation, Universidade do Algarve]. Sapientia: http://hdl.handle.net/10400.1/18323
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
Diener, E., & Ryan, K. (2009). Subjective well-being: A general overview. South African Journal of Psychology, 39(4), 391–406. https://doi.org/10.1177/008124630903900402
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13
Emerson, L.-M., Leyland, A., Hudson, K., Rowse, G., Hanley, P., & Hugh-Jones, S. (2017). Teaching mindfulness to teachers: A systematic review and narrative synthesis. Mindfulness, 8(5), 1136–1149. https://doi.org/10.1007/s12671-017-0691-4
Francisco Manuel dos Santos Foundation. (2022). PORDATA, Base de dados Portugal contemporâneo [PORDATA, Contemporary Portugal Data-base]. Retrieved from http://www.pordata.pt/
Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2016). Validation of the mindfulness in teaching scale. Mindfulness, 7(1), 155–163. https://doi.org/10.1007/s12671-015-0461-0
Gördesli, M. A., Arslan, R., Çekici, F., Aydin Sünbül, Z., & Malkoç, A. (2019). The psychometric properties of the Mindfulness in Teaching Scale in a Turkish sample. Universal Journal of Educational Research, 7(2), 381–386. https://doi.org/10.13189/ujer.2019.070210
Gregório, S., & Pinto-Gouveia, J. (2013). Mindful attention and awareness: Relationships with psychopathology and emotion regulation. The Spanish Journal of Psychology, 16, E79. https://doi.org/10.1017/sjp.2013.79
Hidajat, T. J., Edwards, E. J., Wood, R., & Campbell, M. (2023). Mindfulness-based interventions for stress and burnout in teachers: A systematic review. Teaching and Teacher Education, 134, 104303. https://doi.org/10.1016/j.tate.2023.104303
Hwang, Y.-S., Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64, 26–42. https://doi.org/10.1016/j.tate.2017.01.015
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144. https://doi.org/10.1093/clipsy.bpg016
Kabat-Zinn, J. (2013). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Bantam Books.
Khoury, B., Knäuper, B., Pagnini, F., Trent, N., Chiesa, A., & Carrière, K. (2017). Embodied mindfulness. Mindfulness, 8(5), 1160–1171. https://doi.org/10.1007/s12671-017-0700-7
Kim, E., & Singh, N. N. (2018). Psychometric properties of the Korean version of the mindfulness in teaching scale. Mindfulness, 9(1), 344–351. https://doi.org/10.1007/s12671-017-0871-2
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
Lavelle-Heineberg, B. D. (2016). Promoting caring: Mindfulness- and compassion-based contemplative training for educators and students. In K. A. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of mindfulness in education: Integrating theory and research into practice (pp. 285–294). Springer. https://doi.org/10.1007/978-1-4939-3506-2
Li, C.-H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48(3), 936–949. https://doi.org/10.3758/s13428-015-0619-7
Li, C., Kee, Y. H., & Wu, Y. (2019). Psychometric properties of the Chinese version of the mindfulness in teaching scale. International Journal of Environmental Research and Public Health, 16(13), 2405. https://doi.org/10.3390/ijerph16132405
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132–141. https://doi.org/10.1016/j.tate.2016.10.008
Ma, Y., You, Y., Yang, H., Wang, F., Cheng, X., & Li, J. (2022). Psychometric characteristics of the Mindfulness in Teaching Scale in Chinese preschool teachers. Current Psychology, 41(8), 5011–5019. https://doi.org/10.1007/s12144-021-01602-0
McKeering, P., & Hwang, Y.-S. (2019). A systematic review of mindfulness-based school interventions with early adolescents. Mindfulness, 10(4), 593–610. https://doi.org/10.1007/s12671-018-0998-9
Moyano, N., Navarro-Gil, M., Pérez-Yus, M. C., Herrera-Mercadal, P., & Valle, S. (2021). Psychometric properties of the mindfulness in teaching scale among Spanish teachers. Current Psychology, 42(4), 3195–3203. https://doi.org/10.1007/s12144-021-01600-2
Murphy, K. R., & Davidshofer, C. O. (1988). Psychological testing: Principles and applications. Englewood Cliffs.
Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., MacKenzie, E., Atkinson-Diaz, Z., Doppelt, N., Tai, H., Mandell, D. S., & Nuske, H. J. (2022). Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design. Mindfulness, 13(7), 1591–1613. https://doi.org/10.1007/s12671-022-01885-9
Querstret, D., Morison, L., Dickinson, S., Cropley, M., & John, M. (2020). Mindfulness-based stress reduction and mindfulness-based cognitive therapy for psychological health and well-being in nonclinical samples: A systematic review and meta-analysis. International Journal of Stress Management, 27(4), 394–411. https://doi.org/10.1037/str0000165
Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the self-compassion scale. Clinical Psychology & Psychotherapy, 18(3), 250–255. https://doi.org/10.1002/cpp.702
Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing teachers’ positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire. School Psychology Quarterly, 30(2), 289–306. https://doi.org/10.1037/spq0000112
Simões, A. (1992). Ulterior validação de uma escala de satisfação com a vida (SWLS) [Further validation of a life satisfaction scale]. Revista Portuguesa de Pedagogia, 26(3), 503–515.
Simões, A. (1993). São os homens mais agressivos que as mulheres [Are men more aggressive than women]. Revista Portuguesa de Pedagogia, 27(3), 387–404.
Singer, T., & Engert, V. (2019). It matters what you practice: Differential training effects on subjective experience, behavior, brain and body in the ReSource project. Current Opinion in Psychology, 28, 151–158. https://doi.org/10.1016/j.copsyc.2018.12.005
Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis. (OECD Education Working Papers No. 213). https://doi.org/10.1787/c36fc9d3-en
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063
Zhang, D., Lee, E. K. P., Mak, E. C. W., Ho, C. Y., & Wong, S. Y. S. (2021). Mindfulness-based interventions: An overall review. British Medical Bulletin, 138(1), 41–57. https://doi.org/10.1093/bmb/ldab005