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.
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
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引用次数: 0
Abstract
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).
Supplementary information: The online version contains supplementary material available at 10.1007/s12671-025-02668-8.
期刊介绍：
Mindfulness seeks to advance research, clinical practice, and theory on mindfulness. It is interested in manuscripts from diverse viewpoints, including psychology, psychiatry, medicine, neurobiology, psychoneuroendocrinology, cognitive, behavioral, cultural, philosophy, spirituality, and wisdom traditions. Mindfulness encourages research submissions on the reliability and validity of assessment of mindfulness; clinical uses of mindfulness in psychological distress, psychiatric disorders, and medical conditions; alleviation of personal and societal suffering; the nature and foundations of mindfulness; mechanisms of action; and the use of mindfulness across cultures. The Journal also seeks to promote the use of mindfulness by publishing scholarly papers on the training of clinicians, institutional staff, teachers, parents, and industry personnel in mindful provision of services. Examples of topics include: Mindfulness-based psycho-educational interventions for children with learning, emotional, and behavioral disorders Treating depression and clinical symptoms in patients with chronic heart failure Yoga and mindfulness Cognitive-behavioral mindfulness group therapy interventions Mindfulnessness and emotional regulation difficulties in children Loving-kindness meditation to increase social connectedness Training for parents and children with ADHD Recovery from substance abuse Changing parents’ mindfulness Child management skills Treating childhood anxiety and depression
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