Initial Validity Evidence for the State Mindfulness Scale for Physical Activity With Youth

References

• American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
   Google Scholar
• Author Citation. (in press). Validity evidence for the adaptation of the State Mindfulness Scale for Physical Activity (SMS-PA) in Spanish youth. Psicothema.
   Web of Science ®Google Scholar
• Beatty, P. C., & Willis, G. B. (2007). Research synthesis: The practice of cognitive interviewing. Public Opinion Quarterly, 71, 287–311. doi:10.1093/poq/nfm006
   Web of Science ®Google Scholar
• Bentler, P. M. (2009). Alpha, dimension-free, and model-based internal consistency reliability. Psychometrika, 74, 137–143. doi:10.1007/s11336-008-9100-1
   PubMed Web of Science ®Google Scholar
• Birdee, G. S., Yeh, G. Y., Wayne, P. M., Phillips, R. S., Davis, R. B., & Gardiner, P. (2009). Clinical applications of yoga for the pediatric population: A systematic review. Academic Pediatrics, 9(4), 212–220. doi:10.1016/j.acap.2009.04.002
   PubMed Web of Science ®Google Scholar
• Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., … Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241.
   Web of Science ®Google Scholar
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. doi:10.1037/0022-3514.84.4.822
   PubMed Web of Science ®Google Scholar
• Brown, K. W., & Ryan, R. M. (2004). Fostering healthy self-regulation from within and without: A self-determination theory perspective. In, P.A. Linley and S. Joseph (Eds), Positive Psychology in Practice (pp. 105–124). Hoboken, NJ: John Wiley & Sons, Inc.
   Google Scholar
• Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). NewYork, NY: The Guilford Press.
   Google Scholar
• Brunner, M., Nagy, G., & Wilhelm, O. (2012). A tutorial on hierarchically structured constructs. Journal of Personality, 80, 796–846. doi:10.1111/j.1467-6494.2011.00749.x
   PubMed Web of Science ®Google Scholar
• Canivez, G. L. (2015). Bifactor modeling in construct validation of multifactored tests: Implications for understanding multidimensional constructs and test interpretation. In K. Schweizer & C. DiStefano (Eds.), Principles and methods of test construction: Standards and recent advancements (pp. 247–271). Göttingen, Germany: Hogrefe.
   Google Scholar
• Castillo-Diaz, M., & Padillo, J. L. (2013). How cognitive interviewing can provide evidence of the response processes to scale items. Social Indicators Research, 114, 963–975. doi:10.1007/s11205-012-0184-8
   Web of Science ®Google Scholar
• Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention and Treatment, 5(1), 15a.
   Google Scholar
• Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.
   Google Scholar
• Cox, A. E., Ullrich-French, S., & French, B. F. (2016). Validity evidence for the State Mindfulness Scale for Physical Activity. Measurement in Physical Education and Exercise Science, 20(1), 38–49. doi:10.1080/1091367X.2015.1089404
   Web of Science ®Google Scholar
• Dariotis, J. K., Mirabal-Beltran, R., Cluxton-Keller, F., Gould, L. F., Greenberg, M. T., & Mendelson, T. (2016). A qualitative evaluation of student learning and skills use in a school-based mindfulness and yoga program. Mindfulness, 7(1), 76–89. doi:10.1007/s12671-015-0463-y
   PubMed Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1980). Self-determination theory: When mind mediates behavior. Journal of Mind and Behavior, 1, 33–43.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185. doi:10.1037/a0012801
   Web of Science ®Google Scholar
• Ercikan, K., Arim, R., Law, D., Domene, J., Gagnon, F., & Lacroix, S. (2010). Application of think aloud protocols for examining and confirming sources of differential item functioning identified by expert reviews. Educational Measurement: Issues and Practice, 29(2), 24–35. doi:10.1111/j.1745-3992.2010.00173.x
   Google Scholar
• Finney, S. J., & DiStefano, C. (2013). Nonnormal and categorical data in structural equation models. In G. R. Hancock & R. O. Mueller (Eds.), A second course in structural equation modeling (2nd ed., pp. 439–492). Charlotte, NC: Information Age.
   Google Scholar
• Galletta, A., & Cross, W. E. (2013). Mastering the semi-structured interview and beyond: From research design to analysis and publication. New York, NY: NYU Press.
   Google Scholar
• Gotch, C. M., & French, B. F. (2013, April). Response process validity evidence for the teacher educational measurement literacy scale via think-aloud interviews. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
   Google Scholar
• Gotch, C. M., & Roduta Roberts, M. (2013, June). Verbal report data as response process evidence. Paper presented at the Canadian Society for the Study of Education annual conference, Victoria, BC.
   Google Scholar
• Goudas, M., Biddle, S. J. H., & Fox, K. R. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64, 453–463. doi:10.1111/bjep.1994.64.issue-3
   PubMed Web of Science ®Google Scholar
• Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6(2), 161–166. doi:10.1111/cdep.2012.6.issue-2
   Web of Science ®Google Scholar
• Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24, 175–213. doi:10.1023/A:1005614228250
   Web of Science ®Google Scholar
• Hagger, M. S., & Chatzisarantis, N. L. (2007). Intrinsic motivation and self-determination in exercise and sport. Champaign, IL: Human Kinetics.
   Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. doi:10.1080/10705519909540118
   Web of Science ®Google Scholar
• Isreal, S. E. (2017). Handbook of research on reading comprehension (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50, 1–73. doi:10.1111/jedm.2013.50.issue-1
   Web of Science ®Google Scholar
• Lau, M. A., Bishop, S. R., Segal, Z. V., Buis, T., Anderson, N. D., Carlson, L., … Devins, G. (2006). The Toronto mindfulness scale: Development and validation. Journal of Clinical Psychology, 62(12), 1445–1467. doi:10.1002/jclp.20326
   PubMed Web of Science ®Google Scholar
• Lauer, E. E., Jackson, A. W., Martin, S. B., & Morrow, J. R. (2017). Meeting USDHHS physical activity guidelines and health outcomes. International Journal of Exercise Science, 10, 121–127.
   PubMedGoogle Scholar
• Leighton, J. P. (2004). Avoiding misconception, misuse, and missed opportunities: The collection of verbal reports in educational achievement testing. Educational Measurement: Issues and Practice, 23(4), 6–15. doi:10.1111/j.1745-3992.2004.tb00164.x
   Google Scholar
• Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). New York, NY: Macmillan.
   Google Scholar
• Nielson, J. (1994). Estimating the number of subjects needed for a thinking aloud Test. International Journal of Human-Computer Studies, 41(3), 385–397. doi:10.1006/ijhc.1994.1065
   Web of Science ®Google Scholar
• Ntoumanis, N., Barkoukis, V., & Thøgersen-Ntoumani, C. (2009). Developmental trajectories of motivation in physical education: Course, demographic differences, and antecedents. Journal of Educational Psychology, 101(3), 717–728. doi:10.1037/a0014696
   Web of Science ®Google Scholar
• Physical Activity Guidelines Advisory Committee. Physical Activity Guidelines Advisory Committee Report. (2008). Washington, DC: U.S. Department of Health and Human Services.
   Google Scholar
• Reise, S. P. (2012). The rediscovery of bifactor measurement models. Multivariate Behavioral Research, 47, 667–696. doi:10.1080/00273171.2012.715555
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Scanlan, T. K., Carpenter, P. J., Schmidt, G. W., Simons, J. P., & Keeler, B. (1993). An introduction to the sport commitment model. Journal of Sport & Exercise Psychology, 15, 1–15. doi:10.1123/jsep.15.1.1
   Web of Science ®Google Scholar
• Someren, W. M., Barnard, F. Y., & Sandberg, A. C. J. (1994). The think aloud method. A practical guide to modeling cognitive process. London: Harcourt Brace & Company.
   Google Scholar
• Standage, M., Gillison, F. B., Ntoumanis, N., & Treasure, D. C. (2012). Predicting students’ physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport & Exercise Psychology, 2012(34), 37–60. doi:10.1123/jsep.34.1.37
   Google Scholar
• Tanay, G., & Bernstein, A. (2013). State Mindfulness Scale (SMS): Development and initial validation. Psychological Assessment, 25, 1286–1299. doi:10.1037/a0034044
   PubMed Web of Science ®Google Scholar
• Ullrich-French, S., & Cox, A. E. (2009). Using cluster analysis to examine the combinations of motivation regulations of physical education students. Journal of Sport & Exercise Psychology, 31, 358–379. doi:10.1123/jsep.31.3.358
   PubMed Web of Science ®Google Scholar
• Ullrich-French, S., & Cox, A. E. (2014). Normative and intraindividual changes in physical education motivation across the transition to middle school: A multilevel growth analysis. Sport, Exercise, and Performance Psychology, 3(2), 132–147. doi:10.1037/spy0000005
   Web of Science ®Google Scholar
• Ullrich-French, S., González Hernández, J., & Hildago Montesinos, M. D. (2017). Validity Evidence for the Adaptation of the State Mindfulness Scale for Physical Activity (SMS-PA) in Spanish Youth. Psicothema, 29, 119–125
   PubMed Web of Science ®Google Scholar
• Weiss, M., Bolter, N. B., & Kipp, L. E. (2014). Assessing impact of physical activity-based youth development programs: Validation of the Life Skills Transfer Survey (LSTS). Research Quarterly for Exercise and Sport, 85, 263–278. doi:10.1080/02701367.2014.931558
   PubMed Web of Science ®Google Scholar
• Wilson, S., & Miller, K. (2014). Data collection. In K. Miller, V. Chepp, S. Willson, & J. L. Padilla (Eds.), Cognitive interviewing methodology: A sociological approach for survey question evaluation (pp. 15–34). New York, NY: John Wiley and Sons.
   Google Scholar
• Yu, C. Y., & Muthén, B. (2002). Evaluation of model fit indices for latent variable models with categorical and continuous outcomes (Technical Report). Los Angeles, CA: University of California at Los Angeles, Graduate School of Education & Information Studies.
   Google Scholar
• Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools: A systematic review and meta-analysis. Frontiers in Psychology, 5, 603. doi:10.3389/fpsyg.2014.00603
   PubMed Web of Science ®Google Scholar
• Zinbarg, R. E., Yovel, I., Revelle, W., & McDonald, R. P. (2006). Estimating generalizability to a latent variable common to all of a scale’s indicators: A comparison of estimators for ωh. Applied Psychological Measurement, 30, 121–144. doi:10.1177/0146621605278814
   Web of Science ®Google Scholar