Investigating the Psychometric Properties of the Academic Mindfulness Questionnaire

Document Type : Scientific Articles

Authors

1 Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.

2 Ph.D. in Educational Psychology, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.

Abstract

The aim of this study was to examine the psychometric properties of the Academic Mindfulness Questionnaire (AMQ-5). The research was a descriptive-correlational study and a validation of the test. The statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2024-2025. To determine the sample size, 413 students were selected using the multistage cluster random sampling method. The instruments for data gathering included Academic Mindfulness Questionnaire (Naderipour et al., 2024), Academic Adjustment Scale (Anderson et al., 2016) and Negative Problem Orientation Questionnaire (Robichaud & Dugas, 2005). Data were analyzed using exploratory and confirmatory factor analysis. Examination of the data by exploratory factor analysis showed that all 20 items had acceptable factor loads and revealed five factors (self-compassion, accepting without judgment, presence in the moment, performing tasks with awareness, and listening with full attention). The results of confirmatory factor analysis indicated that the questionnaire had an acceptable fit. The findings showed that academic mindfulness was significantly correlated with academic adjustment and negative problem orientation. Moreover, the results indicated that the Cronbach's alpha of the questionnaire was favorable. According to the findings of the present study, it can be concluded that the academic mindfulness questionnaire has good validity and reliability. Therefore, we can expect that it will be able to provide researchers with useful scientific information on academic settings, person, and learning and prepare the ground for correct planning in order to decrease the problems in academic settings and learning.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 59
September 2025
Pages 266-244

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