A Brief Spanish Version of the Child and Adolescent Mindfulness Measure (CAMM). A Dispositional Mindfulness Measure

Abstract

Dispositional Mindfulness (DM) is the awareness of the thoughts and feelings in the present moment. DM in children and adolescents has been related to mechanisms of change in mindfulness-based interventions, which have shown significant mediation relationships with mental health outcomes (for instance, lower social anxiety, depression symptoms, or perceived stress). However, the assessment of DM among children and adolescents is being unsatisfactory due cultural biases and/or reliability issues. In this study, we examined the psychometric properties of the Spanish version of the Child and Adolescent Mindfulness Measure (CAMM) in a sample of 687 children and adolescents between 8 and 16 years old. Although the CAMM has been validated in English, Portuguese, Italian, and Catalonian versions, until now no data has been reported in a Spanish context. Results showed that the best CAMM factor structure was constituted by five items from the original version (1, 4, 7, 8, and 9). These items defined dispositional mindfulness. The rest of the items (2, 3, 5, 6, and 10) were eliminated from the Spanish final version. The analyses revealed good reliability and internal consistency for the Spanish version of the CAMM. As we expected, the confirmatory factor analysis showed the unidimensional structure of the CAMM.

Cognitive Fusion Mediates the Relationship between Dispositional Mindfulness and Negative Affects: A Study in a Sample of Spanish Children and Adolescent School Students

“…We recoded the total score for a better understanding since CAMM assesses indispositional mindfulness rather than DM. The original CAMM [35] seems to be cultural biased when is translated and validated in Spanish samples [46,47]; despite good reliabilities with the 10-item CAMM, it fits better when some items were removed (# 5 and 10 for Turanzas’s version [34]; # 2, 5, and 10 for the García-Rubio et al version [46]; and # 2, 3, 5, 6, and 10 for the Guerra et al version [47]). Yet, our arguments about the predictor variable are tentative because DM shows a trait [12] rather than a well-trained set of thoughts and behaviors based on the principles of mindfulness training.…”

Cognitive Fusion Mediates the Relationship between Dispositional Mindfulness and Anxiety and Other Negative Emotions: A Study in a Sample of Spanish Primary-School Students

“…We recoded the total score for a better understanding since CAMM assesses indispositional mindfulness rather than DM. The original CAMM [36] seems to be cultural biased when is translated and validated in Spanish samples [48,49] despite good reliabilities with the 10-item CAMM, it fits better when some items were removed (#5 and 10 for Turanzas's version [35]; #2, 5, and 10 for the García-Rubio et al version [48]; and #2, 3, 5, 6, and 10 for the Guerra et al version [49]). Yet, our arguments about the predictor variable are tentative because DM shows a trait [12] rather than a well-trained set of thoughts and behaviours based on the principles of mindfulness training.…”

How to Transversely Develop Ability Emotional Intelligence Ability through School Subjects? A Theoretical Proposal

“…When someone lost something valuable to them, sadness is the expected emotion (Zimmermann & Iwanski, 2014). However, students, who answered angry might have a lack frustration tolerance (Guerra et al, 2019); those that picked up surprised it could be due to their lack of social sensitivity (Toivonen et al, 2012), and worried is a signal of social anxiety (Anastopoulos et al, 2011). Therefore, when a science teacher introduces hot information and meaning to their students' school activities, there is an opportunity to increase emotional knowledge, AEI or theory of mind among students.…”