Mindful Attention Awareness Scale--Chinese Version

Deng, Yu-Qin; Li, Song; Tang, Yi‐Yuan; Zhu, Ling; Ryan, Richard; Brown, Kirk Warren

doi:10.1037/t77553-000

Cited by 1 publication

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“…The scale was compiled by Brown and Ryan and translated into Chinese by Deng et al, including 15 items, such as individual sensation, emotion, cognition, and physiological state [ 40 , 41 ]. Using the Likert six-point scoring method, ‘1’ represents ‘almost always’, ‘2’ represents ‘very frequent’, ‘3’ represents ‘more frequent’, ‘4’ represents ‘less frequent’, ‘5’ represents ‘very few’, and ‘6’ represents ‘rarely’.…”

Section: Methodsmentioning

confidence: 99%

Psychological distress and academic self-efficacy of nursing undergraduates under the normalization of COVID-19: multiple mediating roles of social support and mindfulness

Zhu

et al. 2023

BMC Med Educ

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Background Nursing undergraduates’ academic self-efficacy is a significant factor in determining their learning motivation, cognition, and emotions. It has a significant impact on improving academic performance and achieving learning goals. Methods To explore the mechanism of psychological distress affecting the academic self-efficacy of nursing undergraduates, the generalized anxiety disorder scale-7, patient health questionnaire-9, academic self-efficacy scale, perceived social support scale and mindful attention awareness scale were conducted. Results Model fitness indexes of the structural equation model is good (CMIN/DF = 1.404, RMSEA = 0.042, GFI = 0.977, IFI = 0.977, TLI = 0.954, CFI = 0.975, NFI = 0.923). Structural equation model analysis showed that social support and mindfulness were the mediating variables of psychological distress on academic self-efficacy. Mediating variables accounted for 44% of the total effect value (− 0.3) with a value of − 0.132. Three paths were verified: psychological distress indirectly affected academic self-efficacy through social support (− 0.064); psychological distress indirectly affected academic self-efficacy through mindfulness (− 0.053); psychological distress indirectly affected academic self-efficacy through social support and mindfulness (− 0.015). Conclusions Social support and mindfulness play significant mediating roles in the effect of psychological distress on academic self-efficacy, and the chain mediating role of social support and mindfulness is also significant. Educators may mitigate the impact of psychological distress on academic self-efficacy by enhancing students’ social support and mindfulness.

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Section: Methodsmentioning

confidence: 99%

Psychological distress and academic self-efficacy of nursing undergraduates under the normalization of COVID-19: multiple mediating roles of social support and mindfulness

Zhu

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

Mindful Attention Awareness Scale--Chinese Version

Cited by 1 publication

References 0 publications

Psychological distress and academic self-efficacy of nursing undergraduates under the normalization of COVID-19: multiple mediating roles of social support and mindfulness

Psychological distress and academic self-efficacy of nursing undergraduates under the normalization of COVID-19: multiple mediating roles of social support and mindfulness

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