Comparer des méthodes

	Mindfulness in Teaching Scale	Échelle de Pleine Conscience de Philadelphie (PHLMS)
Domaine	Psychologie de la pleine conscience	Psychologie de la pleine conscience
Famille	Process / pipeline	Process / pipeline
Année d'origine	2012	2008
Auteur d'origine	Teacher mindfulness researchers including Roeser, Schonert-Reichl, and colleagues	Lizabeth A. Cardaciotto, James D. Herbert, and colleagues at Drexel University
Type	Self-report	Self-report
Source fondatrice	Anderson, N. C., Carmichael, K. L., & Gentry, J. H. (2012). Assessing mindfulness in teachers: A multi-dimensional construct. Mindfulness, 3(2), 101-113.	Cardaciotto, L., Herbert, J. D., Forman, E. M., Moitra, E., & Farrow, V. (2008). The assessment of present-moment awareness and acceptance: The Philadelphia Mindfulness Scale. Assessment, 15(2), 204-223.
Alias	MITS, MITS-25	PHLMS, PHLMS-20
Apparentées	4	4
Résumé	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 Philadelphia Mindfulness Scale (PHLMS) is a 20-item self-report instrument measuring trait mindfulness across two core dimensions: Present-Moment Awareness and Acceptance. Developed by Cardaciotto, Herbert, and colleagues at Drexel University and published in Assessment in 2008, the PHLMS emphasizes the integration of attentional and acceptance-based processes central to contemporary mindfulness theory and practice. The two-factor structure reflects the distinction between the ability to focus attention on present experience and the capacity to receive that experience without judgment or resistance—processes that jointly characterize psychological flexibility and adaptive mindfulness.