Document Type

Article

Publication Date

2019

Abstract

Some scholars have formed a more expansive view of knowledge that moves beyond the cognitive notion of intellect. For example, emotional intelligence theory posits that human intelligence encompasses both cognitive and emotional competencies, providing a framework for a relatively new concept known as contemplative practice. The purposes of this study were: (a) to develop a self-report measure, the Scale of Contemplative Practice in Higher Education (SCOPE), and (b) to explore issues of validity and reliability related to the SCOPE. An extensive review of the literature, reference to personal experiences, and consultation with an expert panel were used to generate scale items. The participants were 253 educator preparation graduate students. An orthogonal exploratory factor analysis resulted in a seven-factor scale that accounted for 54.48% of the variance, although four factors evidenced low reliability. The 27-item full-scale SCOPE exhibited good internal reliability (α= .857) and test-retest reliability (r = .879). Future exploration is recommended regarding content and construct validation as to whether contemplative practice is best viewed as a single- or multiple-factor construct.

Comments

This article was originally published in The Journal Of Contemplative Inquiry, volume 6, issue 1, in 2019.

Peer Reviewed

1

Copyright

CMind, the Center for Contemplative Mind in Society

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.