Home | Site map | Contacts | Russian version E-journal "Psychological-Educational Studies" | Open Access Journal
Home page
electronic journal
Psychological-Educational Studies
Directory of open access journals ERIH PLUS VAK Scientific electronic library elibrary.ru

Journal rubrics

All rubrics
Psychological-Educational Studies
2020. Vol. 12, No. 2. pp. 72–90.
doi:10.17759/psyedu.2020120205
ISSN: 2587-6139 (online)

Features of Using the Russian Version of the Dispositional Mindfulness Scale (CAMM) for Teenagers

Zotova L.E. PhD (Psychology), Leading Research Associate, Associate Professor of the Department of Social Psychology, Moscow Region State University, Moscow, Russia, zolar@yandex.ru
Gubanov A.V. PhD (Psychology), Leading Research Associate, Associate Professor of the Department of General and Educational Psychology, Moscow Region State University, Moscow, Russia, anvagug@gmail.com
Sidyacheva N.V. PhD (Psychology), Leading Research Associate, Head of the Department of Social Psychology, Moscow Region State University, Moscow, Russia, sidna@bk.ru
PDFFullrext in russian (PDF) PrintPrint

This study aims to adapt the Child and Adolescent Mindfulness Measure – CAMM (Greco, Baer, Smith) scale for a Russian-language sample of adolescents. Modern domestic and foreign studies of dispositional mindfulness demonstrate its connection with the psychological health of young people. In this context, the diagnosis of dispositional mindfulness can be used for predictive purposes to identify the level of psychological well-being, social adaptation, and behavioral problems of adolescents. However, no diagnostic tools have been provided that are aimed at this age group. For psychometric verification of the Russian version of the dispositional mindfulness scale, the factor structure of the original and adapted version of the scale was compared, confirmation factor analysis, Spearman-Brown and Cronbach coefficients were used, criteria validity was evaluated, and a centile scale and a scale of questionnaire responses were developed. The study involved 411 teenagers (52% of girls and 48% of boys) living in Moscow and the Moscow region. The age range is from 13 to 15 years. The adapted scale is characterized by a satisfactory degree of internal consistency, which is confirmed by the value of the Spearman-Brown and Cronbach coefficients. In contrast to the one-factor original version of the scale, confirmation analysis of the Russian version revealed a two-factor structure with overlapping factors. Adolescent dispositional mindfulness is positively correlated with relevant constructs such as psychological well-being and negatively correlated with internalized and externalized adolescent problems. There was a positive reliable correlation with the readiness of adolescents to help and a negative one - with aggression in the classroom. The conducted research suggests that the adapted Russian-language scale of dispositional mindfulness has demonstrated good psychometric indicators and this tool can be considered as suitable for practical use.

Keywords: mindfulness, adolescents, scale of dispositional mindfulness, factor model, criteria validity

Rubric: Developmental Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2020120205

For Reference

References

  1. Golubev A.M., Dorosheva E.A. Osobennosti primeneniya russkoyazychnoi versii pyatifaktornogo oprosnika osoznannosti. Sibirskii psikhologicheskii zhurnal=Sibrrian journal of psychology, 2018, no. 69, pp. 46–68. DOI:10.17223/17267080/69/3. (In Russ.).
  2. Goulman D. Fokus. O vnimanii, rasseyannosti i zhiznennom uspekhe [Focus. The Hidden Driver of Exellence]. Gornostaeva V. (ed.). Moscow: Ast: CORPUS, 2017. 384 p.
  3. D'yakov D.G., Slonova A.I. Praktiki osoznannosti v razvitii kognitivnoi sfery: otsenka kratkosrochnoi effektivnosti programmy Mindfulness-Based Cognitive Therapy. Konsul'tativnaya psikhologiya i psikhoterapiya=Counseling Psychology and Psychotherapy, 2019. Vol. 27, no. 1, pp. 30–47. DOI:10.17759/cpp.2019270103. (In Russ.).
  4. Zhukovskaya L.V., Troshikhina E.G. Shkala psikhologicheskogo blagopoluchiya K.Riff. Psikhologicheskii zhurnal=Psychological journal, 2011, no. 2, pp. 82–93. (In Russ.).
  5. Zotova L.E. Rol' personal'nykh resursov v formirovanii predstavleniya pedagogov o resursoobespechennosti. Vestnik Moskovskogo gosudarstvennogo oblastnogo universiteta. Seriya: Psihologicheskie nauki=Bulletin of the Moscow Region State University. Series: Psychology, 2018, no. 2, pp. 114–124. DOI:10.18384/2310-7235-2018-2-114-124. (In Russ.).
  6. Karabanova O.A. Rol' sem'i i shkoly v obespechenii psikhologicheskogo blagopoluchiya mladshikh shkol'nikov. Psikhologicheskaya nauka i obrazovanie=Psychological Science and Education, 2019. Vol. 24, no. 5, pp. 16–26. DOI:10.17759/pse.2019240502. (In Russ.).
  7. Klimenkova E.N. Sposobnost' k empatii i kachestvo interpersonal'nykh otnoshenii u podrostkov i molodezhi. Konsul'tativnaya psikhologiya i psikhoterapiya=Counseling Psychology and Psychotherapy, 2017. Vol. 25, no. 4, pp. 59–70. DOI:10.17759/cpp.2017250405. (In Russ.).
  8. Pugovkina O.D., Shil'nikova Z.N. Kontseptsiya mindfulness (osoznannost'): nespetsificheskii faktor psikhologicheskogo blagopoluchiya. Sovremennaya zarubezhnaya psikhologiya=Journal of Modern Foreign Psychology, 2014. Vol. 3, no. 2, pp. 18–28.
  9. Prilepskikh O.S., Kobzareva I.I. Fenomen osoznannosti v sovremennoi psikhologicheskoi praktike. Nauchnyi al'manakh. Psikhologicheskie nauki=Scientific almanac. Psychological science, 2015, no. 8, pp. 1546–1548. DOI:10.17117/na.2015.08.1546. (In Russ.).
  10. Shul'ga T.I. Osoznannost' podrostkov-sirot i podrostkov, ostavshikhsya bez popecheniya roditelei, kak faktor psikhologicheskogo blagopoluchiya. Psikhologicheskaya nauka i obrazovanie=Psychological Science and Education, 2019. Vol. 24, no. 4, pp. 36–50. DOI:10.17759/pse.2019240403. (In Russ.).
  11. Shul'ga T.I., Zotova L.E. Osoznannost' kak osoboe kachestvo sovremennoi molodezhi [Mindfulness as a special quality of modern youth]. Materialy Vserossiiskoi nauchno-prakticheskoi konferentsii s mezhdunarodnym uchastiem pamyati akademika RAO A.V. Petrovskogo «Sotsial'naya psikhologiya i obshchestvo: istoriya i sovremennost'» (g. Moscow, 15-16 oktyabrya 2019 g.). [Proceedings of the all-Russian scientific and practical conference with international participation in memory of academician A.V. Petrovsky "Social psychology and society: history and modernity»]. Moscow: FGBOU VO MGPPU Publ., 2019, pp. 204–208.
  12. Yumartova N.M., Grishina N.V. Osoznannost' (mindfulness): psikhologicheskie kharakteristiki i adaptatsiya instrumentov izmereniya. Psikhologicheskii zhurnal=Psychological journal, 2016. Vol. 37, no. 4, pp. 105–115.
  13. Baer R., Smith G., Allen K. Assessment of Mindfulness by Self-Report. The Kentucky Inventory of Mindfulness Skills. Assessment, 2004. Vol. 11, no. 3, pp. 191–206. DOI:10.1177/1073191104268029
  14. Bishop S., Lau M., Shapiro S. et al. Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 2004. Vol. 11, no. 3, pp. 230–241. DOI:10.1093/clipsy/bph077
  15. Brown K., Kasser T., Ryan R. et al. When what one has is enough: Mindfulness, financial desire discrepancy, and subjective well-being. Journal of Research in Personality, 2009. Vol. 43, no. 5, pp. 727–736. DOI:10.1016/j.jrp.2009.07.002
  16. Brown K., Ryan R. The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. Journal of Personality and Social Psychology, 2003. Vol. 84, no. 4, pp. 822–848. DOI:10.1037/0022-3514.84.4.822
  17. Condon P. Mindfulness, compassion, and prosocial behavior. Mindfulness in social psychology / J.Karremans, E.Papies (Eds.). New York, NY, US: Routledge/Taylor & Francis Group. 2017. P. 124–138. DOI:10.4324/9781315627700
  18. Deikman A.J. The observing self: Mysticism and psychotherapy. Boston: Beacon. 1982. 194 p.
  19. Enhancing Resilience in Youth / C. Steinebach, Á.I. Langer (Eds). Springer Nature Switzerland AG. 2019. 277 p. DOI:10.1007/978-3-030-25513-8
  20. García-Rubio C., Rodríguez-Carvajal R., Langer A. et al. Validation of the Spanish Version of the Child and Adolescent Mindfulness Measure (CAMM) with Samples of Spanish and Chilean Children and Adolescents. Mindfulness, 2019. Vol. 10, no. 8, pp. 1502–1517. DOI:10.1007/s12671-019-01108-8
  21. Goodman R. Psychometric properties of the Strengths and Difficulties Questionnaire (SDQ). Journal of the American Academy of Child and Adolescent Psychiatry, 2001. Vol. 40, no. 11, pp. 1337–1345. DOI:10.1097/00004583-200111000-00015
  22. Greco L., Baer R., Smith G. Assessing Mindfulness in Children and Adolescents: Development and Validation of the Child and Adolescent Mindfulness Measure (CAMM). Psychological Assessment, 2011. Vol. 23, no. 3, pp. 606–614. DOI:org/10.1037/a0022819
  23. Greenberg M., Harris A. Nurturing Mindfulness in Children and Youth: Current State of Research. Child Development Perspectives, 2012. Vol. 6, no. 2, pp. 161–166. DOI:10.1111/j.1750-8606.2011.00215.x
  24. Guerra J., Garcia-Gomez M., Turanzas J., Cordon J., Suarez-Jurado C., Mestre J. Brief Spanish Version of the Child and Adolescent Mindfulness Measure (CAMM). A Dispositional Mindfulness Measure. International Journal of Environmental Research and Public Health, 2019. Vol. 16, no. 8, p. 1355. DOI:10.3390/ijerph16081355
  25. Kabat-Zinn J. Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hachette Books. 2005. 304 p.
  26. Kline R. Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press. 2011. 427 p.
  27. Kuby A., McLean N., Allen K. Validation of the Child and Adolescent Mindfulness Measure (CAMM) with Non-Clinical Adolescents. Mindfulness, 2015. Vol. 6, no. 6, pp. 1448–1455. DOI:10.1007/s12671-015-0418-3
  28. Martin J. Mindfulness: A proposed common factor. Journal of Psychotherapy Integration, 1997. Vol 7, pp. 291–312. DOI:10.1023/B:JOPI.0000010885.18025.bc
  29. Orsillo S., Roemer L. The Mindful Way through Anxiety. The Guilford Press. 2011. 307 p.
  30. Tomlinson E., Yousaf O., Vittersø A. et al. Dispositional Mindfulness and Psychological Health: A Systematic Review. Mindfulness, 2018. Vol. 9, pp. 23–43. DOI:10.1007/s12671-017-0762-6.
  31. Robins C., Keng S.-L., Ekblad A., Brantley J. Effects of mindfulness-based stress reduction on emotional experi-ence and expression: a randomized controlled trial. Journal of Clinical Psychology, 2012. Vol. 68, no. 1, pp. 117–131. DOI:10.1002/jclp.20857
  32. Rynczak D. Effectiveness of mindfulness in reducing impulsivity in youth with attention-deficit/hyperactivity disorder. Chicago, IL: The Chicago School of Professional Psychology. 2012.
  33. Saldern von M, Littig K. Landauer Skalen zum Sozialklima. Weinheim: Beltz. 1987. 72 p.
  34. Viglas M., Perlman M. Effects of a Mindfulness-Based Program on Young Children’s Self-Regulation, Prosocial Behavior and Hyperactivity. Journal of Child and Family Studies, 2018. Vol. 27, pp. 1150–1161. DOI:10.1007/s10826-017-0971-6
  35. Wong S. Negative thinking versus positive thinking in a Singaporean student sample: relationships with psychological well-being and psychological maladjustment. Learning and Individual Differences, 2012. Vol. 22, no. 1, pp. 76–82. DOI:10.1016/j.lindif.2011.11.013

Subscribe

RSS — what is it?
Publisher — Moscow State University of Psychology and Education
© 2006–2021 Electronic journal "Psychological-Educational Studies", ISSN: 2587-6139 (2074-5885)
Publisher – Moscow State University of Psychology and Education
Яндекс.Метрика