Year: 2026
Type: article
Abstract: The primary purpose of this study is to develop and validate a culturally appropriate Dispositional Mindfulness Scale (DMS) for Myanmar preservice teachers. A quantitative research design was employed using a cross-sectional survey approach. The participants consisted of 1,280 preservice teachers selected through random sampling from eight Education Degree Colleges under the Department of Teacher Education, Ministry of Education, Myanmar. The sample was randomly divided into two equal groups. The first group (n = 640) was used for Exploratory Factor Analysis (EFA), and the second group (n = 640) for Confirmatory Factor Analysis (CFA). The initial pool of items was developed through an extensive review of the mindfulness literature and established instruments, including the Five Facet Mindfulness Questionnaire (FFMQ), Toronto Mindfulness Scale (TMS), Freiburg Mindfulness Inventory (FMI), Cognitive and Affective Mindfulness Scale–Revised (CAMS-R), Philadelphia Mindfulness Scale (PHLMS), and CHIMEContent validity was established through expert review, and internal consistency was assessed using Cronbach’s alpha. The EFA results supported a five-factor structure comprising 70 items and acceptable construct validity. The five dimensions were identified as (1) Curious, Accepting Awareness, (2) Acting with Awareness (Inattention), (3) Experiential Avoidance, (4) Decentering and Mindful Self-Compassion, and (5) Present-Moment Awareness. The overall scale demonstrated good internal consistency (Cronbach’s α = .905). CFA was subsequently conducted to evaluate the measurement model. After removing poorly performing items and applying theoretically justified model modifications, the final model consisted of 55 items across five factors and demonstrated an acceptable model fit (RMSEA = .044, CFI = .839, TLI = .831). These findings suggest that the scale offers a culturally relevant assessment tool that can support future research, teacher education, and interventions aimed at promoting mindfulness and psychological well-being.
Authors: Khin Soe San, Khin Hnin Nwe, Ei Thinzar Ko
Institution: Yangon University of Education
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7225594914