Scholarlink

Objectives <p>No participant-rated tool exists for assessing MBI teaching competence. This study aimed to develop and validate the MBI:PAT to address this limitation. The primary objective was to develop a new measure, the Mindfulness-based Interventions: Participants’ Assessment of Teaching" (MBI:PAT), and to evaluate its psychometric properties across several studies using independent samples.</p> Method <p>The MBI:PAT was based on a theoretically and empirically supported operational definition of teaching competence and comprised 24 key features across the domains of coverage, pacing, and organization; relational skills; embodying mindfulness; guiding mindfulness practices; conveying course themes through interactive inquiry and didactic teaching; and holding the group’s learning environment. Across five studies, items were generated, refined, and validated using independent samples to assess factor structure, reliability, and validity.</p> Results <p>Findings support a 24-item questionnaire, with excellent internal consistency (<i>ω</i> = 0.99) and construct, convergent, and divergent validity, with a one-factor structure (CFI = 1.00; TLI = 1.00; RMSEA = 0.04, 90% CI [0.03, 0.05]; SRMR = 0.03). The measure demonstrates robust invariance across age and gender.</p> Conclusions <p>The MBI:PAT provides a psychometrically robust measure of MBI teaching competence from participants’ perspective that can be used in teaching, training and research. Future research is needed to explore its performance across a wider range of teaching competence, and its relationship to key process and outcome variables.</p> Pre-registration <p>Sub-study (5) was pre-registered (ClinicalTrials.gov: NCT05154266).</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Participants’ Perspective on the Competence of Mindfulness-Based Interventions Teaching: Development and Validation of the Mindfulness-Based Interventions-Participants’ Assessment of Teaching (MBI:PAT) Questionnaire

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月3日

查看全文
  • Jesus Montero-Marin,
  • Eleanor-Rose Farley,
  • Shannon Maloney,
  • Rebecca Crane,
  • Paul D’Alton,
  • Rebecca Eldridge,
  • Fabio Giommi,
  • Gemma Griffith,
  • Frederick M. Hecht,
  • Verena Hinze,
  • Eric B. Loucks,
  • Clara Strauss,
  • Laura Taylor,
  • Ruth Baer,
  • Willem Kuyken

摘要

Objectives

No participant-rated tool exists for assessing MBI teaching competence. This study aimed to develop and validate the MBI:PAT to address this limitation. The primary objective was to develop a new measure, the Mindfulness-based Interventions: Participants’ Assessment of Teaching" (MBI:PAT), and to evaluate its psychometric properties across several studies using independent samples.

Method

The MBI:PAT was based on a theoretically and empirically supported operational definition of teaching competence and comprised 24 key features across the domains of coverage, pacing, and organization; relational skills; embodying mindfulness; guiding mindfulness practices; conveying course themes through interactive inquiry and didactic teaching; and holding the group’s learning environment. Across five studies, items were generated, refined, and validated using independent samples to assess factor structure, reliability, and validity.

Results

Findings support a 24-item questionnaire, with excellent internal consistency (ω = 0.99) and construct, convergent, and divergent validity, with a one-factor structure (CFI = 1.00; TLI = 1.00; RMSEA = 0.04, 90% CI [0.03, 0.05]; SRMR = 0.03). The measure demonstrates robust invariance across age and gender.

Conclusions

The MBI:PAT provides a psychometrically robust measure of MBI teaching competence from participants’ perspective that can be used in teaching, training and research. Future research is needed to explore its performance across a wider range of teaching competence, and its relationship to key process and outcome variables.

Pre-registration

Sub-study (5) was pre-registered (ClinicalTrials.gov: NCT05154266).