Psychometric Properties of the Revised Version of the Mindfulness-based Self-efficacy Scale in College Students

Abstract

Background and purpose: Today, with the increasing development of psychological interventions, the assessment of mindfulness and its dimensions can be a valuable goal for evaluating interventions in this field. One of the tools made for this purpose is the mindfulness based self-efficacy scale. The present study aimed to assess the psychometric properties (convergent validity, reliability, and factor analysis) of the revised version of the Mindfulness-Based Self-Efficacy Scale (MSES-R) in the student population. Materials and methods: Using the convenience sampling method, a total of 402 students (with mean age= 22, SD=2.2) of Shahid Beheshti University of Medical Sciences, Tehran, Iran, including 173 males and 229 females, completed the MSES-R, Self-esteem scale, and Cognitive-affective mindfulness Scale. The obtained data were analyzed with SPSS and AMOS using confirmatory and exploratory factor analyses, Pearson correlation, and Cronbach's alpha. Results: Confirmatory and explanatory factor analysis suggested the fit of six subscales, namely emotion regulation, equanimity, social skills, distress tolerance, responsibility, and interpersonal relationships, and Cronbach's alpha coefficients were obtained at 0.85. 0.80, 0.75, 0.67, 0.71, and 0.65, respectively. Test-retest (two-week) reliability was 0.89. This model explained 64% of the total variance. Significant correlations (sig=0.001) were obtained between the scale and subscales with self-esteem (r=0.57) and the cognitive and emotional scale (r= 0.17), indicating the appropriate convergence validity of MESE-R. Conclusion: As evidenced by the obtained results, the Persian version of the MSES-R scale is a valid and reliable instrument for measuring mindfulness-based self-efficacy.

Keywords

• factor structure
• mindfulness
• self-efficacy
• students