000102209 001__ 102209
000102209 005__ 20240731103307.0
000102209 0247_ $$2doi$$a10.1007/s12144-021-01600-2
000102209 0248_ $$2sideral$$a124377
000102209 037__ $$aART-2023-124377
000102209 041__ $$aeng
000102209 100__ $$aMoyano, N.
000102209 245__ $$aPsychometric properties of the mindfulness in teaching scale among Spanish teachers
000102209 260__ $$c2023
000102209 5060_ $$aAccess copy available to the general public$$fUnrestricted
000102209 5203_ $$aMindfulness in the educational field provides several benefits. The assessment of mindfulness is a fundamental previous step for evidence-based interventions. Therefore, the present study aimed to adapt and validate the Mindfulness in Teaching Scale (MTS) among Spanish teachers. This scale comprises 14 items on two dimensions: intrapersonal and interpersonal. The sample comprised 398 teachers (31% males, 68% females) whose ages ranged from 25 to 69 years (M = 44.14; SD = 10.16). Once the scale was adapted in Spanish, we examined its psychometric properties. To do so, we conducted a Confirmatory Factor analysis (CFA), which supported the two-factor structure. As evidence for validity, the MTS scores correlated with perceived teaching self-efficacy. The reliability values using Cronbach’s alpha were good. This scale has adequate psychometric properties and is useful for assessing mindfulness among Spanish teachers. We discuss its implications for the education field.
000102209 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000102209 590__ $$a2.5$$b2023
000102209 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b58 / 218 = 0.266$$c2023$$dQ2$$eT1
000102209 592__ $$a1.001$$b2023
000102209 593__ $$aPsychology (miscellaneous)$$c2023$$dQ1
000102209 594__ $$a4.6$$b2023
000102209 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000102209 700__ $$aNavarro-Gil, M.
000102209 700__ $$0(orcid)0000-0001-5566-9746$$aPérez-Yus, M.C.$$uUniversidad de Zaragoza
000102209 700__ $$0(orcid)0000-0003-2088-4272$$aHerrera-Mercadal, P.$$uUniversidad de Zaragoza
000102209 700__ $$aValle, S.
000102209 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000102209 773__ $$g42 (2023), 3195–3203$$pCurr. psychol.$$tCurrent Psychology$$x1046-1310
000102209 8564_ $$s435579$$uhttps://zaguan.unizar.es/record/102209/files/texto_completo.pdf$$yVersión publicada
000102209 8564_ $$s2502335$$uhttps://zaguan.unizar.es/record/102209/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000102209 909CO $$ooai:zaguan.unizar.es:102209$$particulos$$pdriver
000102209 951__ $$a2024-07-31-09:38:12
000102209 980__ $$aARTICLE