Porovnat metody

	Škála všímavosti ve výuce (MITS)	Dotazník pěti aspektů všímavosti (FFMQ)
Obor	Psychologie všímavosti	Psychologie všímavosti
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	2012	2006
Tvůrce	Teacher mindfulness researchers including Roeser, Schonert-Reichl, and colleagues	Ruth A. Baer, Greg T. Smith, and colleagues
Typ	Self-report	Self-report
Původní zdroj	Anderson, N. C., Carmichael, K. L., & Gentry, J. H. (2012). Assessing mindfulness in teachers: A multi-dimensional construct. Mindfulness, 3(2), 101-113.	Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45.
Další názvy	MITS, MITS-25	FFMQ, FFMQ-39
Příbuzné	4	4
Shrnutí	The Mindfulness in Teaching Scale (MITS) is a 25-item self-report instrument measuring the degree to which educators apply mindfulness principles and practices within the teaching profession. Developed by Roeser, Schonert-Reichl, and colleagues in research evaluating mindfulness training for teacher burnout reduction, the MITS captures how teachers cultivate present-moment awareness, non-judgment, and acceptance in classroom and pedagogical contexts. The scale reflects the recognition that mindfulness is not solely a personal psychological practice but also a professional competency with direct implications for teacher well-being, classroom climate, and student engagement and outcomes.	The Five Facet Mindfulness Questionnaire (FFMQ) is a 39-item self-report instrument designed to measure trait mindfulness across five distinct dimensions: Observing, Describing, Acting with Awareness, Non-judging of Inner Experience, and Non-reactivity to Inner Experience. Developed by Baer and colleagues in 2006 and published in Assessment, the FFMQ has become one of the most widely used multidimensional mindfulness measures in research and clinical practice, applicable to both meditation practitioners and general populations.