Sponsor
Portland State University. Department of Psychology
First Advisor
Robert Roeser
Date of Publication
Summer 7-26-2016
Document Type
Thesis
Degree Name
Master of Science (M.S.) in Psychology
Department
Psychology
Language
English
Subjects
Mindfulness (Psychology), Attention, Middle school teachers, Teaching, Reflective teaching
DOI
10.15760/etd.3114
Physical Description
1 online resource (vi, 102 pages)
Abstract
Despite significant growth in research examining the effects of mindfulness interventions on teachers (Roeser, 2014), studies have mainly relied on self-reports of teacher mindfulness and have not examined observable behavioral manifestations of teacher mindfulness in the classroom. Due to possible biases in self-report measures (Dotterer & Lowe, 2011), as well as the need for a greater range of assessments of the effects of mindfulness trainings on teachers, the current study sought to create a new measure of teacher mindfulness in the classroom from three sources of information: teacher self-reports of their own behavior in the classroom, student perceptions of their teachers' behavior, and third-person observations of teacher behavior in the classroom. Another aim of this study was to demonstrate the concurrent validity of these new measures with teacher dispositional mindfulness and job stress. It was hypothesized that the newly created measures of teacher mindfulness in the classroom would be internally reliable, share modest inter-correlations across data sources, and would significantly correlate with hypothesized antecedents such as teachers' dispositional mindfulness and ratings of job stress. CFA, correlation, and regression analyses found good internal consistencies for each informant source of teacher calmness, clarity, and kindness; partial support for the convergent validity of each informant source; and partial concurrent validity only for teacher reports of mindfulness in the classroom with teachers' dispositional mindfulness and job stress. Evidence of method effects was suggested from these analyses. The future use, re-configuration, and implications of this suite of measures are discussed.
Rights
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Persistent Identifier
http://archives.pdx.edu/ds/psu/19014
Recommended Citation
Rickert, Nicolette Paige, "Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale" (2016). Dissertations and Theses. Paper 3118.
https://doi.org/10.15760/etd.3114
Included in
Junior High, Intermediate, Middle School Education and Teaching Commons, Psychology Commons