Development and Validation of the Academic Mindfulness Questionnaire in Iranian Students (AMQ-۵): The Formation of a Concept

Introduction: Although different tools have been designed to measure mindfulness, none has comprehensively examined academic mindfulness. Therefore, the present study aimed to build a reliable and valid tool for academic mindfulness measurement in students.Method: The research was a descriptive-correlational study and a validation of the test. Participants included ۴۲۰ students of Bu-Ali Sina University in the academic year of ۲۰۲۲-۲۰۲۳, selected by multistage cluster random sampling method and completed the Academic Mindfulness Questionnaire (AMQ-۵), Fear of Self-compassion Scale, and Academic Engagement Questionnaire. Data were analyzed using exploratory and confirmatory factor analysis.Results: Examination of the data by exploratory factor analysis showed that all ۲۰ items had acceptable factor loads and revealed five factors (self-compassion, accepting without judgment, presence in the moment, performing tasks with awareness, and listening with full attention). Moreover, according to the confirmatory factor analysis, the questionnaire had an acceptable fit (RMSEA=۰.۰۴۷, ­ AGFI=۰.۹۱, NFI=۰.۹۶, CFI=۰.۹۸). The findings showed that academic mindfulness was significantly correlated with fear of self-compassion and academic engagement. Moreover, Cronbach's alpha coefficient was ۰.۸۹.Conclusion: According to the findings of the present study, it can be concluded that the academic mindfulness questionnaire has a good validity and reliability and can effectively measure academic mindfulness in the five factors mentioned.

Keywords:

Academic Mindfulness , Reliability , Validity