Construction and Validation of the Mindful Learning Questionnaire

Foroodisefat, Hadis; Abolmaali Alhosseini, Khadijeh; Azad Abdollahpour, Mohammad

doi:10.22054/jem.2025.83576.3587

Document Type : Research Paper

Authors

¹ PhD student of Educational Psychology, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran

² Professor, Department of Educational Psychology, N T.C., Islamic Azad University, Tehran, Iran.

³ Associate Professor, Department of Educational Psychology, Mahabad Branch, Islamic Azad University, Mahabad, Iran.

https://doi.org/10.22054/jem.2025.83576.3587

Abstract

Mindful learning has recently been used in higher education due to its significant and valuable effects on learning, and it is an effective approach for increasing students' awareness of learning, their engagement with the learning context, and their flexibility toward new ideas in learning. However, no instrument has yet been developed to assess this component. Therefore, the present study was conducted with the aim of constructing, factor analyzing, and validating a Mindful Learning Questionnaire for university students. In this study, 256 students from the Electronics Unit of Islamic Azad University of Tehran were selected through online convenience sampling and responded to the questionnaire. To construct this questionnaire, an exploratory mixed method with an instrument development model was used. In the qualitative phase, text analysis was conducted in a deductive-inductive manner using books and articles related to mindful learning selected from Google Scholar and Elsevier. Factors affecting mindful learning were extracted from the book Mindful Learning (Langer, 2000) by combining items from the Mindfulness Questionnaire (Baer et al., 2008) and the Mindful Student Questionnaire (Renshaw, 2017), and were then implemented in a preliminary sample. In the quantitative phase, confirmatory factor analysis was first used for data analysis; however, the fit indices were not satisfactory at the first step. Using exploratory factor analysis with an item parceling method, factor analysis was conducted again, and the fit indices confirmed the fit of the model with the collected data. Accordingly, the factor loadings of all indicators were greater than 0.32, indicating the power of each of the integrated item parcels in measuring its five factors. Cronbach's alpha coefficient for the whole questionnaire was 0.94, showing a positive and significant correlation between the factors and the total score of mindful learning, indicating acceptable convergent validity. Also, the reliability of the whole test was estimated as 0.79 using the test-retest method. The result of this study is the appropriate validity and reliability of the Mindful Learning Questionnaire for use with students, which can be used to measure and research this component.
Mindful Learning Questionnaire among university students
combined exploratory method with a tool compilation model was used.In the qualitative part, text analysis was done in a deductive-inductive way from books and articles related to mindful learning that were selected from Google Scholar and Elsevier databasesFactors affecting mindful learning were extracted from the book Mindful Learning(E. J. Langer, 2000) by combining items from the Mindfulness Questionnaire(Baer et al., 2008) and the Mindful Student Questionnaire(Renshaw, 2017) and were implemented on the prototype and implemented with a sample. In the quantitative part, the statistical population consisted of 256 students from the electronics unit of Tehran Azad University in 2023-2024, who were selected online and available and completed the questionnaire.
fit of the model with the collected data. confirmed Therefore, the factor load of all indicators was greater than 0.32, which indicates the power of each of the integrated packages of questionnaire items in measuring its five factors. Cronbach's alpha coefficient of the whole questionnaire was 0.94, which shows a positive and significant correlation between the factors and the total score of conscious mindful learning and indicates its acceptable convergent validity. Also, the reliability of the whole test was estimated as 0.79 by retest method.
The result of this study is the appropriate validity and reliability of the Mindful Learning Questionnaire in students, which can be used to measure and research this component.

Keywords

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Quarterly of Educational Measurement

Construction and Validation of the Mindful Learning Questionnaire

References

References

Volume 17, Issue 63
March 2026
Pages 189-218

Construction and Validation of the Mindful Learning Questionnaire

References

References

Volume 17, Issue 63March 2026Pages 189-218

Volume 17, Issue 63
March 2026
Pages 189-218