Adaptation and Validation of the Mindful Student Questionnaire in Chinese

Objectives: The current study examined the reliability and validity of the Mindful Student Questionnaire (MSQ) among a sample of Chinese vocational school students. Method: Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) models were fitted using MSQ and Student Subjective Wellbeing Questionnaire (SSWQ) data collected from 2910 adolescent students. Factor structure analysis, reliability, convergent validity, and predictive validity were examined to investigate the psychometric properties of MSQ. Results: The EFA indicated that a 3-factor solution (i.e., mindful attention, mindful acceptance, and approach and persistence) was most suitable for the MSQ in the study sample. This 3-factor CFA model indicated that inter-factor correlations were different from those originally reported by the scale developer in a US adolescent student sample. The reliability coefficients (Cronbach’s alpha and composite reliability) were acceptable. Discriminative, convergent, and predictive validity were demonstrated through the MSQ’s relation with the SSWQ. Conclusions: The 15-item, 3-factor MSQ demonstrates strong reliability and validity, offering a new multidimensional model of MSQ to assess mindfulness among Chinese adolescents in a school setting. Preregistration: This study is not preregistered.