Normalizing the Scale of mindfulness in teaching

Document Type : Scientific Articles

Authors

Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran.

10.22111/jeps.2025.51991.5992

Abstract

The present study aimed to Normalize the mindfulness scale in teaching among Iranian teachers. In terms of data collection, the current research is in the category of correlational research. The current research community consisted of teachers of Tehran, Mashhad, and Shiraz in 2023-2024. 352 people were selected by snowball sampling method. To examine the convergent validity, the relationships between the three tools of mindful attention awareness Scale, and Reflective Functioning Questionnaire were examined. Collected data were analyzed by R programming language version 4.2.3. Examining the results of exploratory factor analysis shows that the first and second factors are the same intrapersonal and interpersonal components in the original version of the instrument. Also, the results show that all subscales have good coefficients of alpha (between 0.73 and 0.74) and omega (0.82 and 0.83). Confirmatory factor analysis also showed that the factors of the final structure have an internal homogeneity of 0.72 to 0.73 for alpha coefficient and 0.78 to 0.83 for omega. Given its acceptable psychometric properties, the Persian version of the mindfulness scale can be used in research related to the teaching process, teacher-student interaction, and improving the quality of education in Iranian teachers’ community.

Keywords

References

بارانی، حمیده؛ سلامت، پریسا و فولاد‌چنگ، محبوبه (۱۳۹۹). ویژگیهای روانسنجی مقیاس ذهنآگاهی نوجوان و بزرگسال (AAMS). فصلنامه اندازه‌گیری تربیتی دانشگاه علامه، ۱۰(۳۹)، ۱۲۳-۱۵۲. https://doi.org/10.22054/jem.2020.51932.2040
پیری، رضا؛ گل‌محمدنژاد‌، غلامرضا و حبیبی، رامی. (۱۴۰۴). اثربخشی آموزش کاهش استرس مبتنی بر ذهن‌آگاهی بر استرس ناشی از انتظارات تحصیلی و خودناتوان‌سازی دانش‌آموزان دختر. مطالعات روان‌شناسی تربیتی، ۲۲(۵۷)، ۵۹-۸۶. https://doi.org/10.22111/jeps.2025.45565.5424
زمان‌پور ملیحه، پیرانی ذبیح، عباسی مسلم، تقوایی داوود. ارائه مدل ساختاری سلامت اجتماعی بر‌اساس تجارب زندگی و نگرش‌های صمیمانه با نقش واسطه‌ای احساسات مثبت نسبت به همسر. سالمند: مجله سالمندی ایران. ۱۴۰۴; ۲۰ (۲) :۳۰۴-۳۱۹. http://salmandj.uswr.ac.ir/article-1-2840-fa.html
زنگنه‌بایکی، زهره و زرگانی، هدیه. (۱۴۰۳). بررسی رابطه ذهن آگاهی با سبک تدریس معلمان با توجه به نقش میانجی خودکارآمدی. فصلنامه علمی تخصصی پژوهش های نوین در روانشناسی، ۵(۴). https://psjournal.ir/fa/paper.php?pid=317
کسرایی، ریحانه و پورافروز، الهام. (۱۴۰۴). رابطه ذهن­‌آگاهی و سبک تدریس با نقش میانجی‌­گری هیجانات فردی معلمان. کاوش‌های نوین در علوم محاسباتی و مدیریت رفتاری. https://doi.org/10.22034/necsbm.2025.488727.1091
محمدی، مهدی؛ ناصری‌جهرمی، رضا؛ مختاری، زینب؛ حسام‌پور، زهرا و ناصری‌جهرمی،راحیل. (1399). تجارب زیسته معلمان دوره ابتدایی از ذهن‌آگاهی حین تدریس: یک پژوهش کیفی. فصلنانه علمی تدریس‌پوهشی، ۸(۱)، ۱۹-۳۷. https://ensani.ir/file/download/article/1623147070-10397-99-171.pdf
References
Anwar, Z., Yanti, H., Susanto, N. A., Rachma, A., Damayanti, V., & Damayanti, S. (2022). Online Mindfulness-Based Cognitive Therapy: Interventions to Increase Resilience of the Covid-19 Patients Through Cyberpsychology Approach. Revista iberoamericana de psicología del ejercicio yel deporte, 17(3), 87-90. https://journals.pan.pl/dlibra/show-content?id=124286
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13, 27–45. doi: 10.1177/1073191105283504.
Barani, H., Salamat, S. P., & Fouladchang, M. (2020). Psychometric Properties of Adolescent and Adult Mindfulness Scale (AAMS). Quarterly of Educational Measurement, 10(39), 123-152. doi: 10.22054/jem.2020.51932.2040
Bartlett, M. S. (1950). Tests of significance in factor analysis. British Journal of Psychology, 3(2), 77–85. https://doi.org/10.1111/j.2044-8317.1950.tb00285.x
Brass, M., Guter, S., & Lamm, C. (2021). The role of the anterior insular cortex in social emotions. Brain Structure and Function, 226(4), 1081–1093. https://doi.org/10.1007/s00429-020-02192-6
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, 822–848. https://doi.org/10.1037/0022-3514.84.4.822
Burgess, E. E., Selchen, S., Diplock, B. D., & Rector, N. A. (2021). A brief mindfulness-based cognitive therapy (MBCT) intervention as a population-level strategy for anxiety and depression. International Journal of Cognitive Therapy, 14, 380-398. https://doi.org/10.1007/s41811-021-00105-x
Calvo, V., Bianco, F., & Martínez, M. (2020). Attachment and emotion regulation in teachers: Implications for classroom relationships. Teaching and Teacher Education, 92, 103041. https://doi.org/10.1016/j.tate.2020.103041
Crane, R., Koerbel, L., Sansom, S., & Yiangou, A. (2020). Assessing mindfulness-based teaching competence: Good practice guidance. Global Advances in Health and Medicine, 9, 1-4. https://doi.org/10.1177/2164956120973627
DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). Sage.
Devillers -Réolon, L., Mascret, N., & Sleimen -Malkoun, R. (2022). Online Mindfulness Intervention, Mental Health and Attentional Abilities: A Randomized Controlled Trial in University Students During COVID -19 Lockdown. Front. Psychol. 13:889807
Dionne, F. (2016). Using acceptance and mindfulness to reduce procrastination among university students: Results from a pilot study. Revista Prâksis, 1,  8-20. https://doi: 10.25112/rp.v1i0.431
Drogar, E., Fathi-Ashtiani, A., & ashrafi, E. (2020). Validation and Reliability of the Persian Version of the Mentalization Questionnaire. Journal of Clinical Psychology, 12(1), 1-12. doi: 10.22075/jcp.2020.18897.1745
Dulais, J. (2017). Modern psychometrics with R. Springer. https://doi.org/10.1007/978-3-319-93177-7
Dulais, J. (2022). Reliability analysis in psychological research: A primer. Journal of Personality Assessment, 104(1), 1-12. https://doi.org/10.1080/00223891.2021.1912065
Egan, H., O’hara, M., Cook, A., & Mantzios, M. (2022). Mindfulness, self-compassion, resiliency and wellbeing in higher education: a recipe to increase academic performance. Journal of Further and Higher Education, 46(3), 301-311. https://doi.org/10.1080/0309877X.2021.1912306
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. Mind, Brain, and Education, 7(3). https://doi.org/10.1111/mbe.12026
Fonagy, P., Luyten, P., Allison, E., & Campbell, C. (2016). What we have changed our minds about: Part 2. Borderline personality disorder, mentalization, and attachment. Borderline Personality Disorder and Emotion Dysregulation, 3(1), 9. https://doi.org/10.1186/s40479-016-0041-9
Fonagy, P., Luyten, P., Moulton-Perkins, A., Lee, Y.W., Warren, F., Howard, S., Ghinai, R., Fearon, P., & Lowyck, B. (2016). Development and validation of a selfreport measure of mentalizing: The reflective functioning questionnaire. PLoS One. 8, 11(7), e0158678. https://doi.org/10.1371/journal.pone.0158678
Frank, J.L., Jennings, P.A., & Greenberg M.T. (2016). Validation of the mindfulness in teaching scale. Mindfulness. 7, 155–163. doi: 10.1007/s12671-015-0461-0. 
Golino, H. F., & Epskamp, S. (2017). Exploratory graph analysis: A new approach for estimating the number of dimensions in psychological research. PlosOne, 12(6), 1–26. https://doi.org/10.1371/journal.pone.0174035
Hayden, K. E., Müllauer, P. K., & Sharp, C. (2019). Mentalizing in teachers: Associations with emotion regulation and reflective functioning. Mindfulness, 10(12), 2543–2554. https://doi.org/10.1007/s12671-019-01200-5
Hemming, P. J., & Arat, A. (2024). Promoting mindfulness in education: Scientisation, psychology and epistemic capital. Current Sociology, 73(3). https://doi.org/10.1177/00113921231223180
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525. https://doi.org/10.3102/0034654308325693
Joshanloo, M. (2019). Investigating the relationships between subjective well -being and psychological well -being over two decades. Emotion, 19(1), 183 -195. https://doi.org/10.1037/emo0000414
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016
Khoruzha, L. L., Bratko, M. V., Palamar, S. P., Leontieva, I. V., Kozyr, M. K., Tadeush, O. M., & Klepar, M. V. (2025). Adaptive educational technologies for overcoming the psycho-emotional barriers of higher education students in conditions of uncertainty. Wiadomości Lekarskie Medical Advances, 77(6), 1071-1078.‏ https://doi.org/10.1177/09731342221127959
Khoury, B., Sharma, M., Rush, S. E. & Fournier, C. (2015). Mindfulness -based stress reduction for healthy individuals: a meta -analysis. Journal of Comparing the Effectiveness of Positive, Resilience and Mindfulness Training Packages on Students' Academic, Psychosomatic Research, 78(6), 519 - 528. https://doi.org/10.1016/j.jpsychores.2015.03.009
Klimecki, O., & Singer, T. (2012). Empathic distress fatigue rather than compassion fatigue? Integrating findings from empathy research in psychology and social neuroscience. In B. Oakley, A. Knafo, G. Madhavan, & D. S. Wilson (Eds.), Pathological altruism (pp. 368–383). New York: Oxford University Press.
Kumari, K., & Biswas, S. Self Confidence and its Role in Overcoming the Academic Challenges in Undergraduate Level in Bokaro. https://doi.org/10.18637/jss.v048.i02
Kuroda, Y., Yamakawa, O., & Ito, M. (2022). Benefits of mindfulness in academic settings: trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior. BMC Psychol, 10(48). https://doi.org/10.1186/s40359 -022 -00746 - 3
Lau, M., Bishop, S. R., Segal, Z. V., Buis, T., Anderson, N. D., Carlson, L., Shapiro, S., Carmody, J., Abbey, S., & Devins, G. (2006). The Toronto Mindfulness Scale: development and validation. Journal of Clinical Psychology, 62, 1445–1467. doi: 10.1002/jclp.20326.
Lorenzo-Seva U. (2022). SOLOMON: a method for splitting a sample into equivalent subsamples in factor analysis. Behavior research methods, 54(6), 2665–2677. https://doi.org/10.3758/s13428-021-01750-y
Lorenzo-Seva, U., & Ferrando, P. J. (2021). MSA: The Forgotten Index for Identifying Inappropriate Items Before Computing Exploratory Item Factor Analysis. Methodology, 17(4), 296-306. https://doi.org/10.5964/meth.7185
Mikulincer, M., & Shaver, P. R. (2016). Attachment in adulthood: Structure, dynamics, and change (2nd ed.). Guilford Press.
Mundfrom, D. J., Shaw, D. G., & Ke, T. L. (2005). Minimum Sample Size Recommendations for Conducting Factor Analyses. International Journal of Testing, 5(2), 159–168. https://doi.org/10.1207/s15327574ijt0502_4
Mvududu, N. H., & Sink, C. A. (2013). Factor analysis in counseling research and practice. Counseling Outcome Research and Evaluation, 4(2), 75–98. https://doi.org/10.1177/2150137813494766
Orcan, F. (2018). Exploratory and Confirmatory Factor Analysis: Which One to Use First? Journal of Measurement and Evaluation in Education and Psychology, 9(4), 414-421. https://doi.org/10.21031/epod.394323
Peter, A., Srivastava, R., Agarwal, A., & Singh, A. P. (2022). The Effect of Mindfulness-based Cognitive Therapy on Anxiety and Resilience of the School Going Early Adolescents with Anxiety. Journal of Indian Association for Child and Adolescent Mental Health, 18(2), 176-185. https://doi.org/10.1177/09731342221127959
Pozas, M., Letzel-Alt, V., & Schwab, S. (2023). The effects of differentiated instruction on teachers’ stress and job satisfaction. Teaching and Teacher Education, 122, 103962. https://doi.org/10.1016/j.tate.2022.103962
Rayan, A. (2019). Mindfulness, self-efficacy, and stress among final-year nursing students. Journal of psychosocial nursing and mental health services, 57(4), 49-55. doi: 10.3928/02793695-20181031-01.
Revelle, W. (2021). Psych: Procedures for Personality and Psychological Research (Version 2.2.9). [R package]. Evanston, Illinois: Northwestern University. Available from https://CRAN.R-project.org/package=psych
Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1-36. https://doi.org/10.18637/jss.v048.i02
Siegel, Daniel J. (2016). The integration of attachment, mindfulness, and neuroscience. In Attachment across Clinical and Cultural Perspectives (pp. 185–201). Routledge.
Sulosaari, V., Unal, E., & Cinar, F. I. (2022). The effectiveness of mindfulness-based interventions on the psychological wellbeing of nurses: A systematic review. Applied Nursing Research, 151565. https://doi.org/10.1016/j.apnr.2022.151565
Tabachnick, B. G., & Fidell, L. S. (2019). Using Multivariate Statistics (7th ed.). Pearson.
Tsang, K. K. Y., Shum, K. K., Chan, W. W. L., Li, S. X., Kwan, H. W., Su, M. R., Wong, B. P. H., & Lam, S. (2021). Effectiveness and mechanisms of mindfulness training for school teachers in difficult times: A randomized controlled trial. Mindfulness, 12(11), 2820-2831. https://doi.org/10.1007/s12671-021-01750-1
Zeileis A, & Paterson, C. (2020). Careless: Procedures for Computing Indices of Careless Responding. R package version 1.1. Available at https://CRAN.Rproject.org/package=careless.
Zumbo, B. D., Gadermann, A. M., & Zeisser, C. (2007). Ordinal Versions of Coefficients Alpha And Theta For Likert Rating Scales. Journal of Modern Applied Statistical Methods, 6, 21-29. https://doi.org/10.22237/jmasm/1177992180
Journal of Educational Psychology Studies
Volume 22, Issue 60
December 2025
Pages 100-79

Files

Share

How to cite

Statistics