Development and Validation of the Academic Mindfulness Scale(AMS) for Learners in their 20s

Objectives The purpose of this study was to develop and validate the “Academic Mindfulness Scale(AMS)” to measure learners’ level of mindfulness regarding Learning Strategies, facing Emotional and Physical Frustration due to academic work, and the urge to overstriving for academic work. Methods To this end, we conducted EFA and an internal consistency assessment with a sample of 208 learners in their 20s. Subsequently, we evaluated the model fit by carrying out CFA on a validation sample consisting of 207 learners. Convergent validity, discriminant validity, and criterion validity were examined through correlational analysis between the AMS and relevant variables. Results A final 3-factor 14-item scale was derived from an estimation sample of 208 individuals. CFA results showed good fit indices with CFI of .932, TLI of .917, RMSEA of .073, and SRMR of .061. Based on the reliability analysis conducted on a validation sample of 207 individuals, the reliability analysis for each subscale showed that Mindfulness in Learning Strategies was .87, Mindfulness in Dealing with Emotional and Physical Frustration was .82, and Mindfulness against overstriving was .70. Correlation analysis with related variables showed that all the three factors showed positive correlations with trait mindfulness scales(CAMS-R, FFMQ, K-MAIA), dedication, vigour, absorption in academic enthusiasm scale, trait academic self-efficacy, state academic self-efficacy, regular and consistent practice, and perserverance and consistency in grit scale, confirming convergent and criterion validity. On the other hand, all the three factors showed negative correlations with Difficulty in emotional clarity and Difficulty in attention to feelings in Emotional Awreness Difficulty Scale, Emotional Exhaustion, Cynicism, Reduced Academic Efficacy in the academic burnout scale, trait academic procrastination, and state academic procrastination, confirming that this scale has discriminant validity. Conclusions The AMS thus appears to be a reliable and valid self-report measure with practical utility for diagnosing and providing intervention for cultivating learners’ academic mindfulness competency.