Old Dominion University.
South China Normal University.
Adapt Phys Activ Q. 2020 Sep 22;37(4):498-507. doi: 10.1123/apaq.2019-0194. Print 2020 Oct 1.
The purpose of this study was to examine the relationship between interpersonal/intrapersonal mindfulness, contact anxiety, and attitudes toward students with visual impairments among certified adapted physical educators. Participants included 115 certified adapted physical educators who completed a 31-item online survey, composed of a 10-item demographic questionnaire, a 14-item mindfulness in teaching scale, a four-item intergroup anxiety scale, and a three-item attitude scale. Hierarchical multiple regression analyses revealed that intrapersonal mindfulness was a negative predictor of contact anxiety (β = -0.26, p = .007) and contact anxiety negatively predicted attitudes (β = -0.22, p = .02). A mediation analysis revealed that intrapersonal mindfulness had an indirect effect on attitudes through contact anxiety, b = 0.09, SE = 0.05, 95% confidence interval [0.006, 0.22]. Collectively, both intrapersonal and interpersonal mindfulness appear to be responsible for the formation of attitudes, but with different underlying processes involved.
本研究旨在探讨认证适应体育教育者的人际/内在正念、接触焦虑与对视障学生态度之间的关系。参与者包括 115 名认证适应体育教育者，他们完成了一份 31 项的在线调查，其中包括 10 项人口统计学问卷、14 项教学正念量表、4 项群体间焦虑量表和 3 项态度量表。分层多元回归分析显示，内在正念是接触焦虑的负向预测因子（β= -0.26，p=.007），接触焦虑负向预测态度（β= -0.22，p=.02）。中介分析表明，内在正念通过接触焦虑对态度有间接影响，b=0.09，SE=0.05，95%置信区间[0.006, 0.22]。总体而言，内在和人际正念似乎都与态度的形成有关，但涉及不同的潜在过程。
