Compară metode
Examinează metodele selectate una lângă alta; rândurile care diferă sunt evidențiate.
| Scala de Mindfulness în Predare (MITS)× | Scala de Conștientizare din Philadelphia (PHLMS)× | |
|---|---|---|
| Domeniu | Psihologia mindfulness-ului | Psihologia mindfulness-ului |
| Familie | Process / pipeline | Process / pipeline |
| Anul apariției≠ | 2012 | 2008 |
| Autorul original≠ | Teacher mindfulness researchers including Roeser, Schonert-Reichl, and colleagues | Lizabeth A. Cardaciotto, James D. Herbert, and colleagues at Drexel University |
| Tip | Self-report | Self-report |
| Sursa seminală≠ | Anderson, N. C., Carmichael, K. L., & Gentry, J. H. (2012). Assessing mindfulness in teachers: A multi-dimensional construct. Mindfulness, 3(2), 101-113. link ↗ | 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. DOI ↗ |
| Denumiri alternative | MITS, MITS-25 | PHLMS, PHLMS-20 |
| Înrudite | 4 | 4 |
| Rezumat≠ | 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. |
| ScholarGateSet de date ↗ |
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