Examination of the Factor Structure and Concurrent Validity of the Langer Mindfulness/Mindlessness Scale

Autor/inn/en	Haigh, Emily A. P.; Moore, Michael T.; Kashdan, Todd B.; Fresco, David M.
Titel	Examination of the Factor Structure and Concurrent Validity of the Langer Mindfulness/Mindlessness Scale
Quelle	In: Assessment, 18 (2011) 1, S.11-26 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-1911
DOI	10.1177/1073191110386342
Schlagwörter	Validity; Factor Structure; Measures (Individuals); Factor Analysis; Metacognition; Theories; Anxiety; Depression (Psychology); Symptoms (Individual Disorders); Undergraduate Students; Goodness of Fit; Tables (Data) + Suchen Sie Ihr Suchwort? Gültigkeit; Faktorenstruktur; Messdaten; Faktorenanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Theory; Theorie; Angst; Psychiatrische Symptomatik; Tabelle
Abstract	Langer's theory of mindfulness proposes that a mindful person seeks out and produces novelty, is attentive to context, and is flexible in thought and behavior. In three independent studies, the factor structure of the Langer Mindfulness/Mindlessness Scale was examined. Confirmatory factor analysis failed to replicate the four-factor model and a subsequent exploratory factor analysis revealed the presence of a two-factor (mindfulness and mindlessness) solution. Study 2 demonstrated that the two factors assessed discrete constructs and were not merely products of acquiescence. Support was also found for a nine-item, one-factor model comprised solely of mindfulness items. On comparing models, Study 3 suggested the superiority of the one-factor mindfulness model. Finally, a preliminary investigation of the concurrent validity of the revised nine-item Langer Mindfulness/Mindlessness Scale is presented. The current article offers researchers a revised version of a mindfulness measure derived from a cognitive perspective. (Contains 2 notes and 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10