Psychometric Properties of the Chinese Version of the Mindfulness in Teaching Scale

被引：15

作者：

Li, Chunxiao ^{[1
,2
,3
]}

Kee, Ying Hwa ^{[1
]}

Wu, Yandan ^{[2
]}

机构：

[1] Nanyang Technol Univ, Natl Inst Educ, Phys Educ & Sports Sci Acad Grp, Singapore 637616, Singapore

[2] Fujian Normal Univ, Sch Phys Educ & Sports Sci, Fuzhou 350117, Fujian, Peoples R China

[3] Educ Univ Hong Kong, Dept Hlth & Phys Educ, Hong Kong, Peoples R China

来源：

INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH | 2019年 / 16卷 / 13期

关键词：

validation; reliability; teacher; education; China; FIT INDEXES; STRESS; VALIDATION; CRITERIA;

D O I：

10.3390/ijerph16132405

中图分类号：

X [环境科学、安全科学];

学科分类号：

08 ; 0830 ;

摘要：

Measuring teacher mindfulness has implications for understanding and enhancing teachers' well-being. This study therefore aimed to examine the psychometric properties of the Chinese version of the Mindfulness in Teaching Scale (MTS-C). Two independent samples (Sample 1 includes 151 in-service teachers, Sample 2 includes 229 pre-service teachers) completed the MTS-C and theoretically relevant measures (i.e., attitudes, self-esteem, self-efficacy, and life satisfaction). In addition, a subsample of Sample 2 completed the MTS-C again one month later. Results of exploratory factor analysis and confirmatory factor analysis supported the two-factor model of the MTS-C. The MTS-C was generally associated with the concurrent measures. Furthermore, the scale also demonstrated good internal consistency and test-retest reliability. These findings suggest that the MTS-C is a reliable and valid tool for research and practical applications among Chinese teachers.

引用

页数：9

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