In this study, by translating the Mindfulness in Teaching Scale (MTS) developed by Frank, Jennings and Greenberg [1] into Turkish, it was aimed to investigate the psychometric properties of the Turkish version of the scale among Turkish educators. The adaptation study of the scale started with the linguistic equivalence study. After revealing that the scale was equivalent to the original form linguistically, Confirmatory Factor Analysis (CFA) was applied for the construct validity. As a result of CFA, it was observed that the two-factor structure of goodness of fit was excellent (c2/sd=2.111, IFI=.93, CFI=.93, GFI=.95 and RMSEA=.054) whereas the single factor structure was at acceptable level (c2/sd=2.982, IFI=.87, CFI=.87, GFI=.93 and RMSEA=.072) based on the compliance index value calculations. The Cronbach's-alpha internal consistency coefficient was found to be .64 for the Interpersonal Mindfulness subscale, .80 for the Intrapersonal Mindfulness subscale, and .78 for the whole scale. While the corrected item total correlations ranged from .30 to .65, it was found that t-test results for the scores of the upper 27% and lower 27% groups were significant, and the scale indicated significant relationships with the Mindful Attention Awareness Scale (MAAS) (p<.05). In order to determine the test-retest reliability, correlation coefficient was found to be statistically significant in accordance with the measurements made in 3-week interval. Overall findings demonstrated that the Mindfulness in Teaching Scale is a valid and reliable measurement tool for Turkish educators.
The aim of this study was to adapt and validate Mindful Self-Care Scale (MSCS) with a normative Turkish sample. Participants of the study were 330 university students (232 females and 98 males) along with the age mean of 20.22 (SD=1.32). In order to validate the six factor structure of Mindful Self-care Scale, a confirmatory factor analysis was conducted. For providing evidence over convergent validity, Mindful Attention Awareness Scale-Adolescent version (Brown, West, Loverich and Biegel, 2011) was concurrently used. The results of the confirmatory factor analysis displayed satisfactory evidence for the six factor Mindful Self-Care Scale (χ2 / df = 1.7; GFI = 0.87, CFI = 0.92; TLI = .91; RMSEA = 0.05). The scale was also found to be significantly correlated to Mindful Attention Awareness Scale-Adolescent (r=.27, p<.001). Also, the Cronbach Alpha value for the whole scale was found .89 yielding satisfactory evidence for the internal consistency of the instrument. The results of the study tentatively yielded that the Mindful Self-Care Scale is a valid and reliable assessment tool of self-care in Turkish culture. As well, further studies examining the psychometric properties of Mindful Self-Care Scale are still needed with larger and diverse samples.
This study aims to test the validity and reliability of the Turkish adaption of Hofmann, Carpenter and Curtis' (2016) Interpersonal Emotion Regulation Scale (IERS). The original scale is comprised of four subdimensions; namely, enhancing positive affect, perspective taking, soothing, and social modeling. The study was carried out with 326 students from various departments of Medipol University. Work on adapting the scale began with an attempt to find linguistic equivalence. After ensuring this linguistically equivalence for the scale's original form, a Confirmatory Factor Analysis was launched to examine its construct validity. The results of this confirmatory factor analysis revealed that the four-factor original structure of the scale was also valid for the Turkish sample and the goodness of fit indices of the scale was within acceptable limits. The Cronbach-Alpha internal consistency coefficient was found as .92 for the overall scale. The scale shows outstanding psychometric characteristics.
Job burnout is a problem characterized by physical and mental problems caused by intense working conditions. In recent years, many teachers on a global scale have stated that they have experienced job burnout. It is known that many teachers who experience job burnout report sleep, fatigue, desire to quit work, low level of professional satisfaction and wellbeing. Although it is known that there are negative relationships between mindfulness, self-efficacy in classroom management, and job burnout, no research has been encountered to examine these concepts in the context of education. This study examined the mediating role of classroom management self-efficacy in the relationship between classroom mindfulness and teacher burnout.The research sample consists of 288 teachers, 185 women (64.2%) and 103 men (35.8%). In the preliminary analysis, for detecting multicollinearity Harmon’s Single Factor Test and for normality Skewness and Kurtosis were tested. The goodness of fit values of the tested model was found as χ2 / df=1.17, CFI=.99, TLI=.99, GFI=.99 and RMSEA=.03. Since the path between mindfulness and job burnout in teaching is significant in the model, it is understood that self-efficacy in classroom management is a partial mediator in the relationship between mindfulness in teaching and job burnout. Mindfulness in the teaching profession is believed to play a key role in both self-efficacy in classroom management and burnout in the profession.
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