Validation of the Chinese version of the Mind-Wandering Questionnaire (MWQ) and the mediating role of self-esteem in the relationship between mind-wandering and life satisfaction for adolescents

Translation and validation of the Mind-Wandering Test for Spanish adolescents

“…The results indicated good data fit, which corroborated the scale's dimensional structure, and also coincided with both the initial questionnaire postulates (Mrazek et al, 2013) and the factorial structure obtained in the original questionnaire version. The values obtained for scale reliability through Cronbach's alpha were acceptable in all the items and were similar to those found in not only the original version, but also in subsequent studies conducted in different contexts (Kajimura and Nomura, 2016;Luo et al 2016). This could be an indication of the appropriateness of using this scale with an adolescent population.…”

“…Studies into this construct conducted with adolescent populations are much scarcer than those done with adult populations. Some research works have evaluated mind wandering in adolescent samples by identifying relevant indicators (Luo, Zhu, Ju, and You, 2016;Mrazek et al 2013). The results revealed that the Spanish version of the MWQ for adolescents evidences validity and reliability.…”

“…It is a simple validated tool designed to directly measure mind-wandering trait levels. Its design offers good reliability and validity in both adult and adolescent populations (Mrazek, 2013), and has been validated to Chinese (Luo, Zhu, Ju and You, 2016) and Japanese (Kajimura and Nomura, 2016). In Spain, studies have been conducted on mind wandering by electroencephalography in relation to movement (Melinscak, Montesano and Minguez, 2014).…”

Mind wandering, together with test anxiety and self‐efficacy, predicts student's academic self‐concept but not reading comprehension skills

“…More recently, Luo et al . () further showed that adolescents with higher frequency of MW report low levels of self‐esteem, which are in turn associated with decreased life satisfaction. The constructs of self‐concept and self‐esteem are supposed to be strictly related, as they represent distinct facets of self‐representation (Carroll & Fox, ).…”

“…Central to the aim of this study is the proposal that MW might heighten self‐attention, which in turn increases the risk of negative academic self‐concept (Luo, Zhu, Ju, & You, ; Marchetti, Koster, & De Raedt, ; Mor & Winquist, ). In this view, we hypothesized that MW heightens the risk of negative self‐concept (Luo et al ., ; Marchetti et al ., ), thus increasing self‐perceived learning difficulties. In support of this assumption, a negative association between MW and self‐esteem has been identified in a sample of adolescents (Mrazek, Phillips, Franklin, Broadway, & Schooler, ).…”