Adaptation and Validation of the Mind-Wandering Questionnaire (MWQ) in Physical Education Classes and Analysis of Its Role as Mediator between Teacher and Anxiety

• Main Authors: Rubén Trigueros, José M. Aguilar-Parra, Joaquín F. Álvarez, Adolfo J. Cangas
• Format: Article
• Language: English
• Published: MDPI AG 2019-09-01
• Series: Sustainability
• Subjects: education; mind-wandering; validation; physical education
• Online Access: https://www.mdpi.com/2071-1050/11/18/5081

Physical education (PE) classes are one of the primary means of adopting healthy lifestyles and contribute greatly to personal well-being. However, it is necessary that students pay attention and do not enter a mind-wandering state as this can be negative for the purposes of PE classes. Therefore, we adapted and validated the Mind-Wandering Questionnaire (MWQ) to the Spanish PE context and analyzed the influence of the teacher on this new variable. Two independent samples of high school students between the ages of 13 and 19 participated in the study. In order to assess the psychometric properties of the MWQ, various analyses were carried out. The results of the confirmatory factorial analysis (CFA) provided support for the structure of the questionnaire. The structure of the model was gender-invariant. The Cronbach alpha value was higher than 0.70 and showed an adequate level of temporal stability. In addition, we present a second study in which high school students between the ages of 13 and 19 participated, and which are independent of the first study. The analyses in this study were mainly based on structural equation modelling, and demonstrated the teacher’s influence on mind-wandering and showed that mind-wandering acted as a predictor of anxiety in high school students. The results of this study provided evidence of the reliability and validity of the MWQ in the Spanish PE context.