Meditative State Scale (MSS): Psychometric Validation and Exploration of Gamma-Band Correlates

Abstract Objectives The present research was intended to validate a new psychometric instrument—the Meditative State Scale (MSS)—designed from a novel approach that integrates knowledge from the foundational pillars in which meditation practices were grounded with recent neuroscientific and psychological findings.

Methods: The research was divided into two studies. Study 1 ( n = 241) comprised the development and validation of the MSS. Its factor structure was evaluated through the conduction of exploratory and confirmatory factor analyses. Measurement invariance of the MSS across groups of naïve and experienced meditators was also tested. A selection of additional instruments were used to further assess its convergent and discriminant validity. In study 2, additional validity of the MSS was investigated with an experimental design ( n = 12) in which the electroencephalographic (EEG) signal was recorded while the participants were meditating. Next, the correlations between EEG activity and reported MSS scores were explored.

Results: Study 1 established psychometric reliability and validity of the MSS, supporting a three-factor structure encompassing a first factor of “transcendence,” a second factor of “difficulties,” and a third factor of “mental quietening.” The MSS also shows configural, metric, and partial scalar invariance across beginners and experienced meditators. In study 2, we found associations between reported MSS scores and changes in EEG gamma activity in parietal and occipital areas while engaging in meditation practice.

Conclusions: We expect that the MSS can contribute to synergistically explore meditative states, combining reliable psychometric measures of the meditative state with neurophysiological data. Thus, it may be possible to reach a better understanding of the complex mechanisms that are involved in meditation practice and a more grounded and rigorous application of meditation-based programs in research, educational, and clinical contexts.