Development and psychometric properties of the Academic Mindfulness Scale for university students

Khadijah Dhaifallah Al-Qurashi () and Abdel Fattah Ragab Matar ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 2, 3635-3642

Abstract: Academic environments require specialized measurement instruments for mindfulness assessment. This study developed and validated the Academic Mindfulness Scale (AMS) to address the gap in context-specific mindfulness measures for university students in Saudi Arabia. Using a quantitative approach with 553 undergraduates (311 males, 242 females, aged 18-26), we developed the AMS through literature review, expert consultation, and pilot testing. Factor analyses revealed a four-factor structure explaining 57.098% of variance: Academic attention in the classroom (33.072%), Academic acceptance without judgment (9.994%), Performing academic tasks with full awareness (7.639%), and Academic presence in the present moment (6.394%). Confirmatory factor analysis supported this structure (χ² = 689.248, CFI = .871, RMSEA = .076). The 20-item scale demonstrated excellent reliability (α = .889, ω = .911) with satisfactory subscale reliability (α = .775–.818) and item-total correlations ranging from .42 to .64 (p < .01). The AMS provides a valid, reliable tool for assessing academic mindfulness among university students, offering educators and researchers a targeted instrument to evaluate mindfulness interventions, identify students needing support, and enhance academic engagement. This scale moves beyond adaptations of general mindfulness measures to provide a nuanced understanding of mindfulness specifically in educational contexts.

Keywords: Academic mindfulness; psychometric properties; reliability; validity; scale development among university students. (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:aac:ijirss:v:8:y:2025:i:2:p:3635-3642:id:6067

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