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The goals of this research were to translate the Mindfulness Attention Awareness Scale (MAAS), and analyze the psychometric properties of the resulting Spanish version. A total of 330 students took part in this study. We performed a confirmatory factor analysis (WLSMV estimator) to test the factor structure, computed the ordinal alpha to evaluate evidence of reliability, calculated the square root of the average variance explained to check the discriminant validity, and accomplished a structural equation model to test the concurrent validity. Students were grouped in classes, so parameters and standard error were estimated by maximizing a weighted log likelihood function by using a sandwich estimator. Missing data was estimated using expectation-maximization algorithm. Results showed evidence of reliability and of factorial, discriminant and concurrent validity. Mindfulness showed a positive effect on three indicators of well-being, life satisfaction, self-esteem, and subjective vitality. In conclusion, the results support the use of the Spanish version of the MAAS.

RESUMEN  El compromiso de los estudiantes con el aprendizaje y la escuela es el principal reto para aquellos centros en cuya misión está la integración escolar de alumnos con antecedentes de fracaso escolar. Los hallazgos precedentes subrayan que el apoyo social determina el compromiso de los estudiantes y su integración en la vida del centro, existiendo evidencias que sugieren que esta determinación está moderada por rasgos personales como el género y el estadio de desarrollo. No obstante, faltan estudios que ayuden a comprender el efecto sinérgico entre los sistemas de apoyo y el compromiso. Este estudio utilizó el análisis de ecuaciones estructurales con una población de estudiantes (N=193) en un IES de segunda oportunidad con el objetivo de conocer los efectos sinérgicos (y sus relaciones) del apoyo familiar y escolar sobre el compromiso de los estudiantes, probando el efecto moderador de la edad y el género. Los resultados mostraron una influencia indirecta de la familia sobre el compromiso de los estudiantes, mediada por el apoyo del centro. Del mismo modo, el efecto moderador de la edad y el género de los estudiantes fue relativamente significativo. Los hallazgos aportan (a) evidencia empírica de la influencia simultánea y mediada del apoyo familiar y escolar sobre la mejora de la conducta de alumnos con antecedentes de inadaptación escolar, y (b) muestran que a medida que los alumnos avanzan en la adolescencia la influencia del apoyo familiar decrece en este tipo de centros.ABSTRACTThe engagement of students is the main challenge for those centers whose mission is the integration of students with a history of school failure. The previous findings emphasize that social support determines the engagement of students and their integration in the life of the center, and there is evidence to suggest that this determination is moderated by personal traits such as gender and stage of development. However, studies that help to understand the synergic effect between support systems and engagement are lacking. This study used the analysis of structural equations with a student population (N = 193) in a secondary school in order to know the synergistic effects (and their relationships) of family and school support on student engagement, testing the moderating effect of age and gender. The results showed an indirect influence of the family on the engagement of the students, mediated by the school support. Also the moderating effect of the age and gender of the students was relatively significant. The findings provide (a) empirical evidence of the simultaneous and mediated influence of family and school support on improving the behavior of students with a history of school maladjustment, and (b) show that as students advance in adolescence the influence of family support decreases in this type of centers.

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