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| Questionnaire des Cinq Facettes de la Pleine Conscience (FFMQ)× | Inventaire des Compétences de Pleine Conscience du Kentucky (KIMS)× | |
|---|---|---|
| Domaine | Psychologie de la pleine conscience | Psychologie de la pleine conscience |
| Famille | Process / pipeline | Process / pipeline |
| Année d'origine≠ | 2006 | 2004 |
| Auteur d'origine≠ | Ruth A. Baer, Greg T. Smith, and colleagues | Ruth A. Baer, Greg T. Smith, and Kristin B. Allen |
| Type | Self-report | Self-report |
| Source fondatrice≠ | 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. DOI ↗ | Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky Inventory of Mindfulness Skills (KIMS). Assessment, 11(3), 191-206. DOI ↗ |
| Alias | FFMQ, FFMQ-39 | KIMS, KIMS-39 |
| Apparentées | 4 | 4 |
| Résumé≠ | 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. | The Kentucky Inventory of Mindfulness Skills (KIMS) is a 39-item self-report questionnaire measuring trait mindfulness across four theoretically distinct skills: Observing, Describing, Acting with Awareness, and Accepting Without Judgment. Developed by Baer, Smith, and Allen in 2004 at the University of Kentucky, the KIMS was one of the first multidimensional mindfulness measures and served as a foundational model for subsequent instruments including the widely used Five Facet Mindfulness Questionnaire (FFMQ). The KIMS remains a valuable tool for research and clinical assessment, particularly in settings emphasizing skill-based approaches to mindfulness development. |
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