Nivo majndfulnesa u interpersonalnim odnosima − validnost i pouzdanost skale procene

Abstract

Uvod: Multidimenzionalni koncept majndfulnesa obuhvata voljnu pažnju, usredsređenost na „sadašnji trenutak”, praćenje mentalnih procesa i inhibiciju impulsivnog reagovanja. Ispitivanje uticaja nivoa majndfulnesa na kvalitet odnosa na relaciji defektolog–učenik zahteva instrument zadovoljavajućih psihometrijskih karakteristika. Cilj: Cilj ovog istraživanja je utvrđivanje interne konzistencije, test–retest pouzdanosti, konvergentne i diskriminativne validnosti Interpersonalne majndfulnes skale. Metode: Na uzorku 114 studenata (uzrast: AS = 20.75, SD = 2.20) proverena je pouzdanost Interpersonalne majndfulnes skale izračunavanjem Krombahove alfe. Za test–retest proveru pouzdanosti formiran je uzorak od 32 studenta (uzrast: AS = 21.41, SD = 2.46). Na uzorku 59 studenata (uzrast: AS = 20.93, SD = 1.92) utvrđen je odnos Interpersonalne majndfulnes skale i Skale kognitivnih i afektivnih dimenzija majndfulnesa. Za ispitivanje Pirsonovih korelacija Interpersonalne majndfulnes skale i Skale percipiranog stresa – 10 uzorkom je obuhvaćeno 55 ispitanika (uzrast: AS = 20.55, SD = 2.47). Rezultati: Utvrđeno je da su vrednosti interne konzistencije Interpersonalne majndfulnes skale i njenih supskala prihvatljive (α = .69 – .88), nivo test–retest pouzdanosti je umeren do visok (ICC = .58 – .91), korelacija sa ukupnim rezultatom ostvarenim na Skali kognitivnih i afektivnih dimenzija majndfulnesa je statistički značajna i pozitivna (r = .58, p < .001), a sa Skalom percipiranog stresa – 10 nije statistički značajna (p > .05). Zaključak: Na osnovu utvrđene pouzdanosti i validnosti može se preporučiti upotreba Interpersonalne majndfulnes skale kao instrumenta kojim se dobijaju pouzdani podaci o kvalitetu i nivou majndfulnesa koji se manifestuje tokom socijalnih interakcija.

Introduction. The multidimensional concept of mindfulness includes voluntary attention, focus on the “present moment”, monitoring of mental processes, and inhibition of impulsive reactions. Examining the impact of the level of mindfulness on the quality of the relationship between the special educator and the student requires an instrument with satisfactory psychometric characteristics. Objectives. The goal of this research was to determine the internal consistency, test-retest reliability, convergent and discriminative validity of the Interpersonal mindfulness scale. Methods. The reliability of the Interpersonal mindfulness scale was checked by calculating Cronbach’s alpha in a sample of 114 students (age: M = 20.75, SD = 2.20). For the test-retest reliability check, a sample of 32 students was formed (age: M = 21.41, SD = 2.46). The relationship between the Interpersonal mindfulness scale and the Cognitive and affective mindfulness scale was determined in a sample of 59 students (age: M = 20.93, SD = 1.92). For examining the Pearson correlations of the Interpersonal mindfulness scale and the Perceived Stress Scale–10, the sample included 55 students (age: M = 20.55, SD = 2.47). Results. It was determined that the values of the internal consistency of the Interpersonal mindfulness scale and its subscales were acceptable (α = .69 – .88), the level of test-retest reliability was moderate to high (ICC = .58 –.91), the correlation with the overall results of the Cognitive and affective mindfulness scale was statistically significant and positive (r = .58, p < .001), while it was not statistically significant (p > .05) on the Perceived Stress Scale–10. Conclusion. Based on the established reliability and validity, the Interpersonal mindfulness scale can be recommended as an instrument for obtaining reliable data on the quality and level of mindfulness manifested in social interactions.