85 Potential mediators in a Mindfulness-Based Stress Reduction program for elementary school teachers to reduce perceived stress and improve well-being and classroom climate: A multiple mediation model you feel happy?’. Answers could be given on a six-point Likert scale ranging from (1) ‘never’ to (6) ‘every day’. Higher scores indicate a higher level of well-being. In this study, the Cronbach’s alpha was 0.87 and the McDonald’s omega was 0.90 at baseline. Classroom climate quality Classroom climate quality was measured with the subscale ‘quality of classroom climate’ (8 items) of the Dutch Class Climate Scale (DCCS; Donkers & Vermulst, 2014). Participants could answer on a four-point scale ranging from (1) ‘almost never’ to (4) ‘often’. An example of an item is ‘In my class, pupils are bullied’. Higher scores indicate a higher level of classroom climate quality. For this study, the classroom climate quality scale had a Cronbach’s alpha of 0.89 and a McDonald’s omega of 0.83 at baseline. Mindfulness skills Mindfulness skills was measured with the Dutch version of Five Facet Mindfulness Questionnaire – Short Form (FFMQ-SF; Baer et al., 2006; Bohlmeijer et al., 2011). The FFMQ-SF contains five subscales: observing, describing, acting with awareness, nonjudging, and non-reactivity. An example of one of the 24 items is ‘I’m good at finding the words to describe my feelings’. Participants could answer on a five-point Likert scale from (1) ‘never or very rarely true’ to (5) ‘very often or always true’. A higher score on these items means better mindfulness skills. In this study, the Cronbach’s alpha of the FFMQ-SF at baseline was 0.77 and the McDonald’s omega was 0.88. Self-compassion Self-compassion was measured with the short form of the Self Compassion Scale (SCSSF; Raes et al., 2011; Neff, 2016). The SCS-SF consists of six subscales: self-kindness, self-judgment, common humanity, isolation, mindfulness, and over-identifications. One of the 12 items is: ‘I try to see my failings as part of the human condition’. Responses categories include a seven-point Likert scale ranging from (1) ‘almost never’ to (7) ‘almost always’. In this study, the SCS-SF at baseline had a Cronbach’s alpha of 0.81 and a McDonald’s omega of 0.85. Emotion regulation Emotion regulation was measured with the subscale emotion control of the Behaviour Rating Inventory of Executive Function (BRIEF-A; Scholte & Noens, 2011). The subscale emotion control includes 10 items measured on a three-point scale: (1) ‘never’, (2) sometimes and (3) ‘often’. An example of an item is ‘My mood changes quickly’. Higher scores indicate lower emotion regulation. In this study, the subscale emotional control of BRIEF-A at baseline had a Cronbach’s alpha of 0.90 and a McDonald’s omega of 0.95. Teacher self-efficacy Self-efficacy was measured with the Dutch version of the Teacher Self Efficacy Scale – Short Form (TSES-SF; Schwarzer & Hallum, 2008). The TSES-SF includes 12 items, for 5
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