Add new SentenceTransformer model.

README.md

@@ -8,230 +8,246 @@ tags:
 - loss:MarginDistillationLoss
 base_model: sentence-transformers/all-MiniLM-L6-v2
 widget:
-- source_sentence: what is mindfulness at work
+- source_sentence: why is it a healthy thing to be in a dynamic work environment?
   sentences:
-  - First, we define awareness as employees’ skills of being aware of their internal
-    experiences (e.g., mood and body) and the external environment (e.g., colleagues,
-    working relationships, and office environment) in work situations. Thus, the awareness
-    dimension incorporates both internal and external factors (Brown & Ryan, 2003).
-    Individuals have awareness when they are able to observe their own thoughts and
-    feelings as well as what is occurring in the environment. Thus, mindfulness entails
-    awareness of “phenomena occurring both externally and internally” (Dane, 2011,
-    p. 1000). This understanding is embedded in metacognitive skills, in the sense
-    that employees’ conscious return to mindfulness is an actionable practice that
-    involves recognizing that multiple response options exist for every stimulus encountered
-    at work (Dane & Brummel, 2014; Zivnuska et al., 2016). Prior research has suggested
-    that the basic feature of mindfulness is a metacognitive skill related to one’s
-    awareness—that is, objective awareness and following of internal experiences and
-    external events (Wells, 2002). As such, workplace mindfulness induces a metacognitive
-    mode of being fully aware of the current moment.
-  - 'A widely recognized and accepted view argues that mindfulness can be learned
-    and practiced as a set of skills through specific training (e.g., Baer et al.,
-    2004, 2006; Fresco et al., 2007). For example, Baer et al. (2004) emphasized that
-    mindfulness skills are characterized by observing, describing, acting with awareness,
-    and accepting without judgment. Baer et al. (2006) indicated that mindfulness
-    encompasses five clear and interpretable facets of skills: nonreactivity, observing,
-    acting with awareness, describing, and nonjudging. Considering the malleability
-    of individuals at work, we adopt the skill view when developing our workplace
-    mindfulness scale to highlight that individual mindfulness at work can be trained
-    and improved. Indeed, individuals differ from one another in terms of their ability
-    to be mindful (Brown & Ryan, 2003; Kabat-Zinn, 1994). The changeability of mindfulness
-    underlines that this skill can be learned, trained, and improved through mindfulness
-    practices (Bishop et al., 2004; Walach et al., 2006). Workplace mindfulness differs
-    from both personality, which is difficult to change in the short term, and an
-    individual state that experiences large fluctuations on a daily basis (Hülsheger
-    et al., 2013; Olafsen, 2017).'
-  - Scholars have developed several measures of mindfulness (Table 1). These measures
-    help us understand the construct of mindfulness, but they are very different in
-    terms of conceptualization, factor structure, scoring, reliability, and validity.
-    For example, the Freiburg Mindfulness Inventory (FMI; Buchheld et al., 2001) and
-    Toronto Mindfulness Scale (TMS; Lau et al., 2006) were developed to measure states
-    of mindfulness. The Mindfulness Attention and Awareness Scale (MAAS; Brown & Ryan,
-    2003), Cognitive and Affective Mindfulness Scale—Revised (CAMS-R; Feldman et al.,
-    2007), and Philadelphia Mindfulness Questionnaire (PMQ; Cardaciotto et al., 2008)
-    have been employed to measure mindfulness as a trait. The Five Facet Mindfulness
-    Questionnaire (FFMQ; Baer et al., 2006), Experiences Questionnaire (EQ; Fresco
-    et al., 2007), and Kentucky Inventory of Mindfulness Skills (KIMS; Baer et al.,
-    2004) seek to measure mindfulness skills. The Southampton Mindfulness Questionnaire
-    (SMQ; Chadwick et al., 2008) and Mindfulness/Mindlessness Scale (MMS; Haigh et
-    al., 2011) are intended to measure mindfulness as a cognitive process.
-- source_sentence: define mindful attention
+  - Workplace Mindfulness In spite of the advancements in the field, a major limita
+    tion of the extant research is the lack of an effective means  to measure workplace
+    mindfulness. Workplace mindfulness  is particularly concerned with events in the
+    workplace (e.g.,  work tasks and meetings) rather than with events occurring  outside
+    of the work setting, such as life situations (e.g., driv ing and showering). At
+    work, employees are embedded in  task-oriented workflows, processes, and employment
+    rela tionships (Zivnuska et al., 2016). Hence, prior research has  theorized that
+    workplace mindfulness depends on the par ticular context—namely, the work environment
+    (Dane &  Brummel, 2014)—and focusing on this specific setting can  help mindfulness
+    scholars tackle issues of theoretical impor tance and practical concern (Dane,
+    2011; Dane & Brummel,  2014). Further, scholars have indicated that some employees  may
+    be more mindful at work than others due to specific  experiences they have accrued
+    (Dane & Brummel, 2014). It  is therefore possible that, for some employees, certain
+    fea tures and events in the workplace—that is, contextual stimuli encountered
+    in this setting (Dane & Brummel, 2014; Ziv nuska et al., 2016)—may induce workplace
+    mindfulness. As  such, any measure of workplace mindfulness should essen tially
+    capture an employee’s awareness and attention to the  work-related issues that
+    an individual encounters within the  work setting (Elsbach & Pratt, 2007; George,
+    2009).
+  - "Examining workplace mindfulness \nand its relations to job  \nperformance and\
+    \  \nturnover intention Dynamic work environments tend to be associated with high\
+    \ levels of emotional  arousal and stress – byproducts of the time pressure and\
+    \ unpredictability pervading such  environments (Brehmer, 1992; Klein, 1998).\
+    \ Over time, these pressures may become  difficult to bear, leading people to\
+    \ consider relinquishing their employment in the  dynamic work setting. On this\
+    \ point, research demonstrates negative relationships  between psychological and\
+    \ physiological job-related demands and people’s intentions to  leave their organizations\
+    \ (Begley, 1998; Kemery et al., 1987). With that said, intention to  leave (i.e.\
+    \ turnover intention) is subject to a number of influences, including not only\
+    \  features of the work context, but also individual-level factors (Cardador et\
+    \ al., 2011;  Meyer et al., 2002). As such, even within the same work setting,\
+    \ people may differ in  their turnover intentions."
+  - Workplace Mindfulness Mindfulness can also be conceptualized as a trait character
+    ized by receptive awareness and attention to ongoing events  and experiences (Brown
+    & Ryan, 2003; Feldman et al.,  2007). Compared with the traditional conceptualization
+    of a  trait, mindfulness as an individual difference is less stable and  can be
+    affected more by internal and external stimuli, though  it remains more stable
+    than a state. For instance, Brown and  Ryan (2003, p. 823) indicated that mindfulness
+    involves  “an open, undivided observation of what is occurring both  internally
+    and externally.” Cardaciotto et al., (2008, p. 205)defined mindfulness as “the
+    tendency to be highly aware of  one’s internal and external experiences in the
+    context of an  accepting, nonjudgmental stance toward those experiences.”
+- source_sentence: what is workplace mindfulness
   sentences:
-  - Second, we define attention as the skills of employees to focus their attention
-    on the present moment in work situations, and effectively turn their attention
-    back to the present in the face of interference. Sustained attention to the present
-    experience has been widely acknowledged as a key factor in mindfulness research
-    (Bishop et al., 2004). As a heightened sensitivity to a restricted range of experience,
-    attention implies that individuals pay full attention to the present and are not
-    susceptible to any distractions; even when they encounter interference, they do
-    not take too long to address it or have difficulty refocusing. Indeed, self-regulation
-    of attention allows for increased recognition of mental events in the present
-    moment (Bishop et al., 2004), which is also in line with the notion of metacognitive
-    skills—that is, mindful employees have the ability to intentionally regulate and
-    control their attention (Baer, 2003; Jankowski & Holas, 2014). This skill helps
-    employees not only maintain sustained attention, but also return from distractions
-    caused by irrelevant stimuli (Bishop et al., 2004; Teasdale, 1999). In essence,
-    it prevents their minds from wandering away from the present situation to potentially
-    negative conceptualizing (Kudesia, 2019; Schooler et al., 2011). Supporting this
-    notion, Fernandez-Duque et al. (2000) have stated that conscious regulation of
-    and control for attention directly refers to metacognitive skills.
-  - Supporting this rationale, Kudesia (2019) and Kudesia and Nyima (2015) highlighted
-    the context-specific nature of mindfulness, recognizing that mindfulness reflects
-    the individual’s metacognitive skills, which are engaged in a particular situation.
-    Bishop (2002) suggested that mindfulness practice actually encompasses several
-    metacognitive processes, proposing that mindfulness can be described as a type
-    of metacognitive skill. In essence, the metacognitive skills embedded in workplace
-    mindfulness are a crucial part of the self-regulatory loop, and their core purpose
-    is to reduce the discrepancy between the actual state and an undesired state,
-    or between an actual state and a desired state (Carver & Scheier, 2002). As such,
-    workplace mindfulness comprises employees’ metacognitive skills within the work
-    setting through which they demonstrate their regulation ability when dealing with
-    work-related activities. We argue that the individual’s specific skills become
-    especially pertinent when we consider particular aspects of the metacognitive
-    practice pathway of mindfulness, such as self-regulating attention and noticing
-    subtle affective sensations. For example, mindfulness is associated with the ability
-    to distance oneself from stimuli (Chambers et al., 2009). This distancing allows
-    employees to notice, prioritize, and respond to distractions in a conscious way,
-    without impulsivity or defensiveness (Bishop et al., 2004; Teasdale, 1999; Teasdale
-    et al., 1995).
-  - 'A widely recognized and accepted view argues that mindfulness can be learned
-    and practiced as a set of skills through specific training (e.g., Baer et al.,
-    2004, 2006; Fresco et al., 2007). For example, Baer et al. (2004) emphasized that
-    mindfulness skills are characterized by observing, describing, acting with awareness,
-    and accepting without judgment. Baer et al. (2006) indicated that mindfulness
-    encompasses five clear and interpretable facets of skills: nonreactivity, observing,
-    acting with awareness, describing, and nonjudging. Considering the malleability
-    of individuals at work, we adopt the skill view when developing our workplace
-    mindfulness scale to highlight that individual mindfulness at work can be trained
-    and improved. Indeed, individuals differ from one another in terms of their ability
-    to be mindful (Brown & Ryan, 2003; Kabat-Zinn, 1994). The changeability of mindfulness
-    underlines that this skill can be learned, trained, and improved through mindfulness
-    practices (Bishop et al., 2004; Walach et al., 2006). Workplace mindfulness differs
-    from both personality, which is difficult to change in the short term, and an
-    individual state that experiences large fluctuations on a daily basis (Hülsheger
-    et al., 2013; Olafsen, 2017).'
-- source_sentence: which definition of mindfulness is based on the cognitive process?
+  - "Examining workplace mindfulness \nand its relations to job  \nperformance and\
+    \  \nturnover intention Drawing on these observations, we consider whether workplace\
+    \ mindfulness relates  to turnover intention within dynamic work environments.\
+    \ Here, research indicates that  mindfulness leads people to cope with challenging\
+    \ or stressful situations proactively and  adaptively (e.g. Shapiro et al., 2007;\
+    \ Weinstein et al., 2009). In particular, mindfulness  facilitates self-regulation\
+    \ (Atkins and Parker, 2012; Glomb et al., 2011) and enables peo ple to respond\
+    \ to potentially stressful events with greater equanimity and less rumination\
+    \  (Brown et al., 2007; Carlson, 2013; Shapiro et al., 2006). Consequently, mindfulness\
+    \  may guard against emotional exhaustion at work – a possibility supported by\
+    \ recent  empirical research (Hülsheger et al., 2013). Given these lines of theory\
+    \ and evidence,  mindfulness should enhance one’s ability to cope with the stresses\
+    \ and strains of a  dynamic work environment. Accordingly, we predict that those\
+    \ high in workplace mind fulness will feel less compelled than others to permanently\
+    \ depart from such an  environment."
+  - Measuring State and Trait Mindfulness at the Workplace While a variety of definitions
+    of Mindfulness seem to emphasize on similar  and overlapping  elements such as
+    "presence", awareness" and "non judgment"; there remains dissent  among  researchers
+    in the area of mindfulness regarding the scope and nature of the phenomenon, and  a
+    lack of consensus regarding the definitions and components of mindfulness (Cigolla
+    &  Brown, 2011; Grossman, 2011; Sutcliffe et al., 2016).  In the field of organizational
+    science, Good et al. (2016) has conceptualized mindfulness as a  state, trait,
+    practice and intervention.   A trait is referred to as a stable characteristic
+    or behavioural pattern exhibited by an  individual over the long term (Hamaker
+    et al., 2007). Therefore, trait mindfulness is a  dispositional individual difference
+    in mindfulness (Allen & Kiburz, 2012). It is a stable  individual characteristic
+    exhibited over a long period going much beyond any mindfulness based intervention
+    or practice.
+  - MAAS FMI Mindfulness is defined differently by various practitioners,  researchers
+    and clinicians, as well as according to the various  schools of thought, which
+    place more emphasis on particular  aspects of the concept compared to others (Brown
+    et al., 2007).  Dane (2011) provides a synopsis of various academic and  philosophical
+    conceptualisations of mindfulness showing that  scholars display noticeably high
+    consensus on the nature of  mindfulness. One of the features common across multiple  conceptualisations
+    is that mindfulness is a state of  consciousness (Brown & Ryan, 2003). It refers
+    to ‘… a  heightened state of involvement and wakefulness or being in  the present’
+    (Langer & Moldoveanu, 2000, p. 2). Brown, Kasser,  Ryan, Linley and Orzech (2009)
+    explain that mindfulness is not  deliberative in nature. Inputs are allowed to
+    enter one’s  awareness by simply noticing what is taking place. Mindfulness  refers
+    to the simple act of observing without scrutiny, making  comparisons or evaluating
+    events and experience and is thus  dissimilar to ‘self-awareness’ or reflexive
+    consciousness in  other forms. Instead, mindfulness concerns a non-interference  with
+    experience. Walach et al. (2006, p. 1544) explain that it is ‘a  warm and friendly,
+    accepting and non-judgemental attitude  towards those elements of our mind. Suspending
+    categorical  judgements, which normally follow every perception rather  quickly,
+    is an integral part of mindfulness’. Therefore,  mindfulness is not a cold, cognitive
+    process.
+- source_sentence: what kind of skill is mindfulness in workplace
   sentences:
-  - In the information processing framework, mindfulness is regarded as a cognitive
-    process (Chadwick et al., 2008; Haigh et al., 2011; Langer, 1989). According to
-    Langer (1989, p. 4), mindfulness is “a general style or mode of functioning through
-    which the individual actively engages in reconstructing the environment through
-    creating new categories or distinctions, thus directing attention to new contextual
-    cues that may be consciously controlled or manipulated as appropriate.” She proposed
-    that mindfulness includes novelty seeking, engagement, novelty producing, and
-    flexibility. The first two aspects refer to one’s orientation to the environment;
-    the latter two refer to how an individual operates within the environment (Bodner
-    & Langer, 2001).
-  - We adopt the view of mindfulness as a set of skills (Baer et al., 2004, 2006;
-    Fresco et al., 2007). The practice of mindfulness meditation highlights the necessity
-    of conceptualizing mindfulness as a skill that can be cultivated (Baer et al.,
-    2004). To be specific, mindfulness can be a metacognitive practice that entails
-    monitoring and adjusting one’s information processing (Fernandez-Duque et al.,
-    2000; Kudesia, 2019; Nelson, 1996); it can be improved by the fundamental meditation
-    technique (Kabat-Zinn, 1994). Mindfulness training allows individuals to become
-    aware of their internal feelings and external stimuli without reacting to them
-    (Hofmann et al., 2010). In addition to allowing for mindfulness interventions,
-    a skill-based conceptualization of workplace mindfulness is sensitive to other
-    external factors, such as the working environment (Kudesia, 2019; Kudesia & Nyima,
-    2015). Indeed, skills should be considered context-specific because they have
-    varied expressions in different situations (Attewell, 1990), reflecting the focal
-    individual’s behavioral reactions at work toward unique experiences, events, and
-    environments. This view aligns with our definition and focus—that is, the workplace
-    situation as a specific context. We also emphasize that in a working system, we
-    cannot assess a person’s mindfulness without considering the people and the external
-    environment surrounding that individual.
-  - First, we define awareness as employees’ skills of being aware of their internal
-    experiences (e.g., mood and body) and the external environment (e.g., colleagues,
-    working relationships, and office environment) in work situations. Thus, the awareness
-    dimension incorporates both internal and external factors (Brown & Ryan, 2003).
-    Individuals have awareness when they are able to observe their own thoughts and
-    feelings as well as what is occurring in the environment. Thus, mindfulness entails
-    awareness of “phenomena occurring both externally and internally” (Dane, 2011,
-    p. 1000). This understanding is embedded in metacognitive skills, in the sense
-    that employees’ conscious return to mindfulness is an actionable practice that
-    involves recognizing that multiple response options exist for every stimulus encountered
-    at work (Dane & Brummel, 2014; Zivnuska et al., 2016). Prior research has suggested
-    that the basic feature of mindfulness is a metacognitive skill related to one’s
-    awareness—that is, objective awareness and following of internal experiences and
-    external events (Wells, 2002). As such, workplace mindfulness induces a metacognitive
-    mode of being fully aware of the current moment.
-- source_sentence: what is acceptance in mindfulness
+  - Workplace Mindfulness Supporting this rationale, Kudesia (2019) and Kudesia  and
+    Nyima (2015) highlighted the context-specific nature  of mindfulness, recognizing
+    that mindfulness reflects the  individual’s metacognitive skills, which are engaged
+    in a  particular situation. Bishop (2002) suggested that mindful ness practice
+    actually encompasses several metacognitive  processes, proposing that mindfulness
+    can be described as  a type of metacognitive skill. In essence, the metacognitive  skills
+    embedded in workplace mindfulness are a crucial part  of the self-regulatory loop,
+    and their core purpose is to reduce  the discrepancy between the actual state
+    and an undesired  state, or between an actual state and a desired state (Carver  &
+    Scheier, 2002). As such, workplace mindfulness com prises employees’ metacognitive
+    skills within the work set ting through which they demonstrate their regulation
+    ability  when dealing with work-related activities. We argue that the  individual’s
+    specific skills become especially pertinent when  we consider particular aspects
+    of the metacognitive practice  pathway of mindfulness, such as self-regulating
+    attention and  noticing subtle affective sensations. For example, mindfulness  is
+    associated with the ability to distance oneself from stimuli  (Chambers et al.,
+    2009). This distancing allows employees to  notice, prioritize, and respond to
+    distractions in a conscious  way, without impulsivity or defensiveness (Bishop
+    et al.,  2004; Teasdale, 1999; Teasdale et al., 1995).
+  - integrative review Most of the existing literature reviews on workplace mindfulness
+    have focused on the  characteristics and outcomes of mindfulness interventions
+    in the workplace (Allen et al.,  2015; Eby et al., 2019; Jamieson & Tuckey, 2017;
+    Johnson et al., 2020). These reviews have  not integrated individual and workplace
+    factors as antecedents of workplace mindfulness as  well as the factors that can
+    mediate or moderate the mindfulness/outcomes relationship.  While two reviews
+    have integrated a broader range of factors that can mediate the  relationship
+    between workplace mindfulness and workplace outcomes (Glomb et al., 2011;  Good
+    et al., 2016), a key limitation is that they have not encompassed antecedents
+    of  workplace mindfulness and moderators of the mindfulness/outcomes relationship.
+    Another  review by Sutcliffe et al. (2016) discussed the antecedents of workplace
+    mindfulness and  mediators of the mindfulness/outcomes relationship. However,
+    their review has not provided  a comprehensive framework of workplace mindfulness
+    that integrates individual and  workplace factors as antecedents, mediators, and
+    moderators. Overall, knowledge of  antecedents, mediators, and moderators related
+    to workplace mindfulness is fragmented in the  extant organizational literature
+    and existing reviews have not provided a comprehensive  model with which to organize
+    and reconcile understandings of antecedents of workplace mindfulness as well as
+    mediating and moderating factors of the mindfulness/outcomes  relationship.
+  - Measuring State and Trait Mindfulness at the Workplace On the other hand, "state"  is
+    defined  as the experience of an individual while interacting  with a given situation
+    (Hamaker et al., 2007).Therefore, state mindfulness is described as a  temporary
+    state of attention in the present moment occurring both externally and internally  (Dane,
+    2011).  Some researchers (Lau et al., 2006) believe mindfulness to be a psychological
+    state that  varies across situations within individuals, while others (Baer et
+    al., 2006) argue that   mindfulness is a stable characteristic.  If one were to
+    view state mindfulness as the within (intra) person variation of mindfulness  experiences;
+    and trait mindfulness as between (inter) person variation of mindfulness ability,  the
+    two conceptualizations of mindfulness can be integrated into a meaningful whole.In
+    fact, Jamieson & Tuckey (2016) assert that the intensity, duration and frequency
+    with  which an individual engages in different states of mindfulness determine
+    the trait mindfulness  of an individual (Hulsheger et al., 2013) (See Figure 1)
+- source_sentence: what are the dimensions of mindfulness in workplaces?
   sentences:
-  - 'Mindfulness is widely considered as “paying attention in a particular way: on
-    purpose, in the present moment, and nonjudgmentally” (Kabat-Zinn, 1994, p. 4).
-    However, scholars have not reached a consensus on the essential features of mindfulness,
-    with various conceptualizations such as a set of skills, a state, a trait, and
-    a cognitive process. In what follows, we summarize the prevailing views of mindfulness
-    in the literature.'
-  - Second, we define attention as the skills of employees to focus their attention
-    on the present moment in work situations, and effectively turn their attention
-    back to the present in the face of interference. Sustained attention to the present
-    experience has been widely acknowledged as a key factor in mindfulness research
-    (Bishop et al., 2004). As a heightened sensitivity to a restricted range of experience,
-    attention implies that individuals pay full attention to the present and are not
-    susceptible to any distractions; even when they encounter interference, they do
-    not take too long to address it or have difficulty refocusing. Indeed, self-regulation
-    of attention allows for increased recognition of mental events in the present
-    moment (Bishop et al., 2004), which is also in line with the notion of metacognitive
-    skills—that is, mindful employees have the ability to intentionally regulate and
-    control their attention (Baer, 2003; Jankowski & Holas, 2014). This skill helps
-    employees not only maintain sustained attention, but also return from distractions
-    caused by irrelevant stimuli (Bishop et al., 2004; Teasdale, 1999). In essence,
-    it prevents their minds from wandering away from the present situation to potentially
-    negative conceptualizing (Kudesia, 2019; Schooler et al., 2011). Supporting this
-    notion, Fernandez-Duque et al. (2000) have stated that conscious regulation of
-    and control for attention directly refers to metacognitive skills.
-  - Brown and Ryan (2003, 2004) also suggest that acceptance, which is characterized
-    by openness or receptivity to experiences and events, is a key component of mindfulness
-    and is not redundant with awareness. Although they consider this dimension to
-    be subsumed within the individual’s capacity to sustain attention to and remain
-    aware of the present moment, acceptance remains a useful facet of mindfulness
-    to address. It reflects the individual’s acceptance of internal and external phenomena
-    without judging them (Baer, 2003). Research has also supported the recognition
-    of acceptance as a dimension of mindfulness (Baer et al., 2004, 2006; Buchheld
-    et al., 2001).
-- source_sentence: what is acceptance in mindfulness
+  - Measuring State and Trait Mindfulness at the Workplace Mindfulness is known to
+    be cultivated through mindfulness practices and interventions.  Linkage, therefore,
+    exists between mindfulness practice and intervention along with trait and  6 |
+    P a g e  state mindfulness as asserted by Jamieson & Tuckey (2016) who propose
+    that mindfulness  practice along with mindfulness-based intervention (MBI) enhances
+    an individuals’ state  mindfulness which leads to development of trait mindfulness
+    (Hulsheger et al., 2013).  Although, this particular pathway hasn't been specifically
+    investigated, evidence suggest that  State and Trait Mindfulness are indeed linked
+    to each other. Brown & Rayn (2003) and  Hulsheger et al. (2013) have reported
+    considerable variance in the state (within a person) and  trait (between person)
+    mindfulness among individuals over a series of days. Additionally,  a  moderately
+    strong association has also been reported between experiences of state and trait  mindfulness
+    (Brown & Ryan, 2003).
+  - Assessing Facets of Doing so, the present endeavor makes three contributions to
+    the literature.  First, using the multidimensional scale developed in the present
+    work, we  will provide first insights into the differential validities of subfacets
+    of mind fulness for key work outcomes. This will foster a refined understanding
+    of  the mechanisms of action inherent to mindfulness and help understand why  mindfulness
+    matters for which work outcome (Bishop, Lau, Shapiro, Carlson,  Anderson, Carmody,
+    Segal, Abbey, Speca, Velting, & Devins, 2004; Shapiro,  Carlson, Astin, & Freedman,
+    2006). Second, although prominent mindfulness  theories and scholarly work on
+    mindfulness in the clinical area suggest that  mindfulness consists of multiple
+    subfacets (Baer et al., 2006; Bishop et al.,  2004), research on mindfulness in
+    the context of work has almost exclusively  operationalized mindfulness by assessing
+    the awareness component (for an  exception see Liang et al., 2017). This bears
+    the risk of construct deficiency  due to which mindfulness might not have been
+    considered in its entirety in  relation to work outcomes. By equating a sub-aspect
+    with the overall con struct, the role of the overall construct of mindfulness
+    in the context of work  might have been underestimated. The present work takes
+    a course correction  and informs the organizational mindfulness literature by
+    revealing the extent  to which a work-related scale capturing the construct of
+    mindfulness compre hensively provides a better understanding of the extent to
+    which mindfulness  relates to important work outcomes. Third, the present work
+    makes a practi cal contribution to the organizational mindfulness literature by
+    offering a reli able and valid multidimensional scale that is applicable in the
+    context of work  and that enables other researchers to use this refined, multidimensional
+    oper ationalization of mindfulness in their work and thereby helps move this field  forward.
+    Apart from the benefits of capturing the construct of mindfulness  comprehensively
+    and being able to differentiate between subfacets, a contex tualized trait mindfulness
+    scale bears important advantages over non-contex tualized generic mindfulness
+    scales. This has been documented by research in  the area of personality and personnel
+    psychology, providing ample evidence  that contextualizing items and providing
+    participants with a context-specific   frame of reference that conceptually overlaps
+    with the criterion domain  improves criterion-related validity (Bing, Whanger,
+    Davison, & VanHook,  2004; Lievens, De Corte, & Schollaert, 2008; Shaffer & Postlethwaite,
+    2012).
+  - 'Workplace Mindfulness In our model, we conceptualize workplace mindfulness as  a
+    reflective construct because its components share a common  theme and each component
+    depends on the construct of work place mindfulness (e.g., Diamantopoulos et al.,
+    2008; Edwards  & Bagozzi, 2000; MacKenzie et al., 2005). Workplace mind fulness
+    is composed of three dimensions: awareness, attention,  and acceptance. These
+    three dimensions do not form a sequen tial process. That is, one or two might
+    potentially emerge first,  with the others appearing later; however, the three
+    aspects are  ultimately integrated to represent workplace mindfulness. Put  differently,
+    awareness, attention, and acceptance are specific  manifestations of workplace
+    mindfulness, which together  reflect the concept of workplace mindfulness.'
+- source_sentence: what is mindfulness?
   sentences:
-  - Second, we define attention as the skills of employees to focus their attention
-    on the present moment in work situations, and effectively turn their attention
-    back to the present in the face of interference. Sustained attention to the present
-    experience has been widely acknowledged as a key factor in mindfulness research
-    (Bishop et al., 2004). As a heightened sensitivity to a restricted range of experience,
-    attention implies that individuals pay full attention to the present and are not
-    susceptible to any distractions; even when they encounter interference, they do
-    not take too long to address it or have difficulty refocusing. Indeed, self-regulation
-    of attention allows for increased recognition of mental events in the present
-    moment (Bishop et al., 2004), which is also in line with the notion of metacognitive
-    skills—that is, mindful employees have the ability to intentionally regulate and
-    control their attention (Baer, 2003; Jankowski & Holas, 2014). This skill helps
-    employees not only maintain sustained attention, but also return from distractions
-    caused by irrelevant stimuli (Bishop et al., 2004; Teasdale, 1999). In essence,
-    it prevents their minds from wandering away from the present situation to potentially
-    negative conceptualizing (Kudesia, 2019; Schooler et al., 2011). Supporting this
-    notion, Fernandez-Duque et al. (2000) have stated that conscious regulation of
-    and control for attention directly refers to metacognitive skills.
-  - Brown and Ryan (2003, 2004) also suggest that acceptance, which is characterized
-    by openness or receptivity to experiences and events, is a key component of mindfulness
-    and is not redundant with awareness. Although they consider this dimension to
-    be subsumed within the individual’s capacity to sustain attention to and remain
-    aware of the present moment, acceptance remains a useful facet of mindfulness
-    to address. It reflects the individual’s acceptance of internal and external phenomena
-    without judging them (Baer, 2003). Research has also supported the recognition
-    of acceptance as a dimension of mindfulness (Baer et al., 2004, 2006; Buchheld
-    et al., 2001).
-  - Brown and Ryan (2003) further propose that, despite their intertwined nature,
-    distinctions exist between attention and awareness—the insights gained by sustained
-    awareness can only be translated into specific actions by paying focused attention
-    to our behaviors or the tasks at hand (Martin, 1997). Hence, heightened attention
-    to and awareness of experiences and events should capture two different aspects
-    of mindfulness. Recent research has also emphasized that attention and awareness
-    should be distinguished from each other because attention reflects an ever-changing
-    factor of consciousness, whereas awareness refers to a specific and stable state
-    of consciousness (Selart et al., in press). In the past, attention and awareness
-    have proved important to the study of mindfulness-promoting practices (Brown &
-    Ryan, 2004), as some of these practices highlight focused attention whereas others
-    emphasize awareness (Bishop et al., 2004). Notably, research has yielded empirical
-    support confirming these distinctions (Feldman et al., 2007).
+  - "Examining workplace mindfulness \nand its relations to job  \nperformance and\
+    \  \nturnover intention To begin, one of the most theoretically and practically\
+    \ important outcomes in work place settings is job performance. While job performance\
+    \ commands much scholarly  attention (see Motowidlo, 2003, for a review), little\
+    \ research has empirically connected  mindfulness to job performance. Nevertheless,\
+    \ an emerging body of research has dem onstrated linkages between mindfulness\
+    \ and performance across a number of tasks (e.g.  Ostafin and Kassman, 2012; Ruedy\
+    \ and Schweitzer, 2010; Shao and Skarlicki, 2009). As  research in this vein suggests,\
+    \ mindfulness contributes to performance by improving  cognitive flexibility and\
+    \ alertness (Moore and Malinowski, 2009; Zeidan et al., 2010)  and guarding against\
+    \ distractions and performance blunders (Herndon, 2008). Taken  together, these\
+    \ findings raise the possibility that workplace mindfulness facilitates job  performance."
+  - Workplace Mindfulness Mindfulness is also defined as a state (e.g., Bishop et
+    al.,  2004; Good et al., 2016; Lau et al., 2006; Tanay & Bernstein,  2013) of
+    being aware of and attentive to what is taking place  internally and externally
+    at that moment (Good et al., 2016;  Lau et al., 2006; Tanay & Bernstein, 2013).
+    For example, Lau  et al., (2006, p. 1447) described mindfulness as “a mode, or  state-like
+    quality that is maintained only when attention to  experience is intentionally
+    cultivated with an open, nonjudg mental orientation to experience.” More recently,
+    Good et al.,  (2016, p. 117) defined mindfulness as “receptive attention to  and
+    awareness of present events and experience.”
+  - Workplace Mindfulness Brown and Ryan (2003) further propose that, despite their  intertwined
+    nature, distinctions exist between attention and  awareness—the insights gained
+    by sustained awareness can  only be translated into specific actions by paying
+    focused  attention to our behaviors or the tasks at hand (Martin,  1997). Hence,
+    heightened attention to and awareness of  experiences and events should capture
+    two different aspects  of mindfulness. Recent research has also emphasized that  attention
+    and awareness should be distinguished from each  other because attention reflects
+    an ever-changing factor of  consciousness, whereas awareness refers to a specific
+    and  stable state of consciousness (Selart et al., in press). In the  past, attention
+    and awareness have proved important to the  study of mindfulness-promoting practices
+    (Brown & Ryan,  2004), as some of these practices highlight focused attention  whereas
+    others emphasize awareness (Bishop et al., 2004).  Notably, research has yielded
+    empirical support confirming  these distinctions (Feldman et al., 2007).
 pipeline_tag: sentence-similarity
 library_name: sentence-transformers
 ---
@@ -286,9 +302,9 @@ from sentence_transformers import SentenceTransformer
 model = SentenceTransformer("zihoo/all-MiniLM-L6-v2-WMGPL")
 # Run inference
 sentences = [
-    'what is acceptance in mindfulness',
-    'Brown and Ryan (2003, 2004) also suggest that acceptance, which is characterized by openness or receptivity to experiences and events, is a key component of mindfulness and is not redundant with awareness. Although they consider this dimension to be subsumed within the individual’s capacity to sustain attention to and remain aware of the present moment, acceptance remains a useful facet of mindfulness to address. It reflects the individual’s acceptance of internal and external phenomena without judging them (Baer, 2003). Research has also supported the recognition of acceptance as a dimension of mindfulness (Baer et al., 2004, 2006; Buchheld et al., 2001).',
-    'Brown and Ryan (2003) further propose that, despite their intertwined nature, distinctions exist between attention and awareness—the insights gained by sustained awareness can only be translated into specific actions by paying focused attention to our behaviors or the tasks at hand (Martin, 1997). Hence, heightened attention to and awareness of experiences and events should capture two different aspects of mindfulness. Recent research has also emphasized that attention and awareness should be distinguished from each other because attention reflects an ever-changing factor of consciousness, whereas awareness refers to a specific and stable state of consciousness (Selart et al., in press). In the past, attention and awareness have proved important to the study of mindfulness-promoting practices (Brown & Ryan, 2004), as some of these practices highlight focused attention whereas others emphasize awareness (Bishop et al., 2004). Notably, research has yielded empirical support confirming these distinctions (Feldman et al., 2007).',
+    'what is mindfulness?',
+    'Workplace Mindfulness Mindfulness is also defined as a state (e.g., Bishop et al.,  2004; Good et al., 2016; Lau et al., 2006; Tanay & Bernstein,  2013) of being aware of and attentive to what is taking place  internally and externally at that moment (Good et al., 2016;  Lau et al., 2006; Tanay & Bernstein, 2013). For example, Lau  et al., (2006, p. 1447) described mindfulness as “a mode, or  state-like quality that is maintained only when attention to  experience is intentionally cultivated with an open, nonjudg mental orientation to experience.” More recently, Good et al.,  (2016, p. 117) defined mindfulness as “receptive attention to  and awareness of present events and experience.”',
+    'Workplace Mindfulness Brown and Ryan (2003) further propose that, despite their  intertwined nature, distinctions exist between attention and  awareness—the insights gained by sustained awareness can  only be translated into specific actions by paying focused  attention to our behaviors or the tasks at hand (Martin,  1997). Hence, heightened attention to and awareness of  experiences and events should capture two different aspects  of mindfulness. Recent research has also emphasized that  attention and awareness should be distinguished from each  other because attention reflects an ever-changing factor of  consciousness, whereas awareness refers to a specific and  stable state of consciousness (Selart et al., in press). In the  past, attention and awareness have proved important to the  study of mindfulness-promoting practices (Brown & Ryan,  2004), as some of these practices highlight focused attention  whereas others emphasize awareness (Bishop et al., 2004).  Notably, research has yielded empirical support confirming  these distinctions (Feldman et al., 2007).',
 ]
 embeddings = model.encode(sentences)
 print(embeddings.shape)
@@ -346,16 +362,16 @@ You can finetune this model on your own dataset.
 * Size: 160,000 training samples
 * Columns: <code>sentence_0</code>, <code>sentence_1</code>, <code>sentence_2</code>, and <code>label</code>
 * Approximate statistics based on the first 1000 samples:
-  |         | sentence_0                                                                       | sentence_1                                                                            | sentence_2                                                                            | label                                                              |
-  |:--------|:---------------------------------------------------------------------------------|:--------------------------------------------------------------------------------------|:--------------------------------------------------------------------------------------|:-------------------------------------------------------------------|
-  | type    | string                                                                           | string                                                                                | string                                                                                | float                                                              |
-  | details | <ul><li>min: 5 tokens</li><li>mean: 8.74 tokens</li><li>max: 14 tokens</li></ul> | <ul><li>min: 102 tokens</li><li>mean: 234.76 tokens</li><li>max: 350 tokens</li></ul> | <ul><li>min: 102 tokens</li><li>mean: 232.57 tokens</li><li>max: 350 tokens</li></ul> | <ul><li>min: -6.82</li><li>mean: 5.05</li><li>max: 19.99</li></ul> |
+  |         | sentence_0                                                                      | sentence_1                                                                           | sentence_2                                                                           | label                                                              |
+  |:--------|:--------------------------------------------------------------------------------|:-------------------------------------------------------------------------------------|:-------------------------------------------------------------------------------------|:-------------------------------------------------------------------|
+  | type    | string                                                                          | string                                                                               | string                                                                               | float                                                              |
+  | details | <ul><li>min: 5 tokens</li><li>mean: 9.0 tokens</li><li>max: 25 tokens</li></ul> | <ul><li>min: 94 tokens</li><li>mean: 254.31 tokens</li><li>max: 350 tokens</li></ul> | <ul><li>min: 94 tokens</li><li>mean: 253.05 tokens</li><li>max: 350 tokens</li></ul> | <ul><li>min: -9.79</li><li>mean: 3.84</li><li>max: 20.17</li></ul> |
 * Samples:
-  | sentence_0                                                               | sentence_1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               | sentence_2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               | label                            |
-  |:-------------------------------------------------------------------------|:---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|:---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|:---------------------------------|
-  | <code>which dimensions of mindfulness are useful in the workplace</code> | <code>While Brown and Ryan (2003, 2004) highlight the three key components of mindfulness and subsequent research has largely agreed upon this framework (Bishop et al., 2004), existing scales—including the one developed by Brown and Ryan (2003)—do not actually include all three components. Only by capturing the entire set of dimensions of workplace mindfulness can we fully understand this construct and examine its applicability in the workplace. Notably, although other dimensions have been examined in existing scales, some of them are not primarily relevant to the work context. More importantly, this research does not adopt an all-encompassing approach, but rather draws on just Brown and Ryan’s theory (2003, 2004) to develop the dimensions.</code>                                                                                                                                                                                                                                                                    | <code>Mindfulness is also defined as a state (e.g., Bishop et al., 2004; Good et al., 2016; Lau et al., 2006; Tanay & Bernstein, 2013) of being aware of and attentive to what is taking place internally and externally at that moment (Good et al., 2016; Lau et al., 2006; Tanay & Bernstein, 2013). For example, Lau et al., (2006, p. 1447) described mindfulness as “a mode, or state-like quality that is maintained only when attention to experience is intentionally cultivated with an open, nonjudgmental orientation to experience.” More recently, Good et al., (2016, p. 117) defined mindfulness as “receptive attention to and awareness of present events and experience.</code>                                                                                                                                                                                                                                                                                                                                                       | <code>7.988612174987793</code>   |
-  | <code>how do we understand mindfulness in the workplace?</code>          | <code>While Brown and Ryan (2003, 2004) highlight the three key components of mindfulness and subsequent research has largely agreed upon this framework (Bishop et al., 2004), existing scales—including the one developed by Brown and Ryan (2003)—do not actually include all three components. Only by capturing the entire set of dimensions of workplace mindfulness can we fully understand this construct and examine its applicability in the workplace. Notably, although other dimensions have been examined in existing scales, some of them are not primarily relevant to the work context. More importantly, this research does not adopt an all-encompassing approach, but rather draws on just Brown and Ryan’s theory (2003, 2004) to develop the dimensions.</code>                                                                                                                                                                                                                                                                    | <code>In the information processing framework, mindfulness is regarded as a cognitive process (Chadwick et al., 2008; Haigh et al., 2011; Langer, 1989). According to Langer (1989, p. 4), mindfulness is “a general style or mode of functioning through which the individual actively engages in reconstructing the environment through creating new categories or distinctions, thus directing attention to new contextual cues that may be consciously controlled or manipulated as appropriate.” She proposed that mindfulness includes novelty seeking, engagement, novelty producing, and flexibility. The first two aspects refer to one’s orientation to the environment; the latter two refer to how an individual operates within the environment (Bodner & Langer, 2001).</code>                                                                                                                                                                                                                                                             | <code>3.691136598587036</code>   |
-  | <code>what does mindfulness mean</code>                                  | <code>Scholars have developed several measures of mindfulness (Table 1). These measures help us understand the construct of mindfulness, but they are very different in terms of conceptualization, factor structure, scoring, reliability, and validity. For example, the Freiburg Mindfulness Inventory (FMI; Buchheld et al., 2001) and Toronto Mindfulness Scale (TMS; Lau et al., 2006) were developed to measure states of mindfulness. The Mindfulness Attention and Awareness Scale (MAAS; Brown & Ryan, 2003), Cognitive and Affective Mindfulness Scale—Revised (CAMS-R; Feldman et al., 2007), and Philadelphia Mindfulness Questionnaire (PMQ; Cardaciotto et al., 2008) have been employed to measure mindfulness as a trait. The Five Facet Mindfulness Questionnaire (FFMQ; Baer et al., 2006), Experiences Questionnaire (EQ; Fresco et al., 2007), and Kentucky Inventory of Mindfulness Skills (KIMS; Baer et al., 2004) seek to measure mindfulness skills. The Southampton Mindfulness Questionnaire (SMQ; Chadwick et al....</code> | <code>Brown and Ryan (2003) further propose that, despite their intertwined nature, distinctions exist between attention and awareness—the insights gained by sustained awareness can only be translated into specific actions by paying focused attention to our behaviors or the tasks at hand (Martin, 1997). Hence, heightened attention to and awareness of experiences and events should capture two different aspects of mindfulness. Recent research has also emphasized that attention and awareness should be distinguished from each other because attention reflects an ever-changing factor of consciousness, whereas awareness refers to a specific and stable state of consciousness (Selart et al., in press). In the past, attention and awareness have proved important to the study of mindfulness-promoting practices (Brown & Ryan, 2004), as some of these practices highlight focused attention whereas others emphasize awareness (Bishop et al., 2004). Notably, research has yielded empirical support confirming th...</code> | <code>0.38913965225219727</code> |
+  | sentence_0                                    | sentence_1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               | sentence_2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               | label                            |
+  |:----------------------------------------------|:---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|:---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|:---------------------------------|
+  | <code>why is mindfulness used at work</code>  | <code>Assessing Facets of Doing so, the present endeavor makes three contributions to the literature.  First, using the multidimensional scale developed in the present work, we  will provide first insights into the differential validities of subfacets of mind fulness for key work outcomes. This will foster a refined understanding of  the mechanisms of action inherent to mindfulness and help understand why  mindfulness matters for which work outcome (Bishop, Lau, Shapiro, Carlson,  Anderson, Carmody, Segal, Abbey, Speca, Velting, & Devins, 2004; Shapiro,  Carlson, Astin, & Freedman, 2006). Second, although prominent mindfulness  theories and scholarly work on mindfulness in the clinical area suggest that  mindfulness consists of multiple subfacets (Baer et al., 2006; Bishop et al.,  2004), research on mindfulness in the context of work has almost exclusively  operationalized mindfulness by assessing the awareness component (for an  exception see Liang et al., 2017). This bears the risk of con...</code> | <code>Assessing Facets of Over the last 7 years, research into mindfulness in the context of work  has been gaining momentum and there is a growing body of research pro viding initial evidence on the benefits of mindfulness for core workplace  outcomes. Especially health and well-being-related outcomes have been at  the center of research attention, but also interpersonal relationships, lead ership and performance outcomes (for reviews and meta-analyses see Eby,  Allen, Conley, Williamson, Henderson, & Mancini, 2019; Good, Lyddy,  Glomb, Bono, Brown, Duffy, Baer, Brewer, & Lazar, 2016; Mesmer-Magnus,  Manapragada, Viswesvaran, & Allen, 2017). Also, practitioners have become  increasingly interested in mindfulness and its applications in the context of  work. Organizations including Google, AETNA, IBM, or SAP, have started  offering mindfulness trainings to their workforce (Hyland, Lee, & Mills,  2015). With the first empirical studies appearing in the scientific IO literature  8 years ago (H...</code> | <code>-1.3994250297546387</code> |
+  | <code>who developed mindfulness scales</code> | <code>MAAS FMI A variety of measures of mindfulness have been constructed  such as the MAAS (Brown & Ryan, 2003), the FMI (Buchheld  et al., 2001), the Toronto Mindfulness Scale (TMS) (Lau et al.,  2006), the Kentucky Inventory of Mindfulness (KIMS) (Baer,  Smith & Allen, 2004), the Cognitive and Affective Mindfulness  Scale (Feldman, Hayes, Kumar, Greeson & Laurenceau, 2007)  and the Southampton Mindfulness Questionnaire (Chadwick,  Hember, Symes, Peters, Kuipers, & Dagnan, 2008). These  scales differ because some measure mindfulness as a  unidimensional construct versus a multi-faceted construct  (Baer et al., 2006), while others measure mindfulness as a  trait-like or state-like construct (Dane, 2011). Some consider  only the mental state, whereas others include bodily  sensations and experience (Grossman, 2008). Furthermore,  some measures (e.g. KIMS) include the reported ability to  verbally describe experience (e.g. ‘I am good at finding the  words to describe my feelings’), while othe...</code> | <code>Workplace Mindfulness Mindfulness is widely considered as “paying attention in a par ticular way: on purpose, in the present moment, and nonjudg mentally” (Kabat-Zinn, 1994, p. 4). However, scholars have  not reached a consensus on the essential features of mindful ness, with various conceptualizations such as a set of skills, a state, a trait, and a cognitive process. In what follows, we sum marize the prevailing views of mindfulness in the literature.</code>                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   | <code>8.103286743164062</code>   |
+  | <code>what measures mindfulness</code>        | <code>Workplace Mindfulness Scholars have developed several measures of mindfulness  (Table 1). These measures help us understand the construct  of mindfulness, but they are very different in terms of con ceptualization, factor structure, scoring, reliability, and  validity. For example, the Freiburg Mindfulness Inventory  (FMI; Buchheld et al., 2001) and Toronto Mindfulness Scale  (TMS; Lau et al., 2006) were developed to measure states  of mindfulness. The Mindfulness Attention and Awareness  Scale (MAAS; Brown & Ryan, 2003), Cognitive and Affec tive Mindfulness Scale—Revised (CAMS-R; Feldman et al.,  2007), and Philadelphia Mindfulness Questionnaire (PMQ;  Cardaciotto et al., 2008) have been employed to measure  mindfulness as a trait. The Five Facet Mindfulness Question naire (FFMQ; Baer et al., 2006), Experiences Questionnaire  (EQ; Fresco et al., 2007), and Kentucky Inventory of Mind fulness Skills (KIMS; Baer et al., 2004) seek to measure  mindfulness skills. The Southampton Mindfulne...</code> | <code>Workplace Mindfulness Given this background, our conceptualization is expected  to be appropriate and valuable in the workplace because  compared with the general mindfulness scales, the Work place Mindfulness Scale can measure individual mindfulness in the work context more accurately and relevantly. Practi cally speaking, adopting a skill perspective emphasizing  the variability of mindfulness provides useful guidance to  employees and organizations, as they aim to improve indi viduals’ mindfulness by implementing interventions. The  skill view also assumes a degree of stability for mindful ness—that is, this construct is influenced by contextual fac tors but remains steady over a period of time.</code>                                                                                                                                                                                                                                                                                                         | <code>1.8723740577697754</code>  |
 * Loss: <code>gpl.toolkit.loss.MarginDistillationLoss</code>
 
 ### Training Hyperparameters
@@ -491,33 +507,33 @@ You can finetune this model on your own dataset.
 ### Training Logs
 | Epoch | Step  | Training Loss |
 |:-----:|:-----:|:-------------:|
-| 0.05  | 500   | 44.9354       |
-| 0.1   | 1000  | 41.9204       |
-| 0.15  | 1500  | 42.5159       |
-| 0.2   | 2000  | 39.4203       |
-| 0.25  | 2500  | 41.7075       |
-| 0.3   | 3000  | 42.5229       |
-| 0.35  | 3500  | 41.8559       |
-| 0.4   | 4000  | 40.501        |
-| 0.45  | 4500  | 39.621        |
-| 0.5   | 5000  | 40.7447       |
-| 0.55  | 5500  | 40.6307       |
-| 0.6   | 6000  | 41.5709       |
-| 0.65  | 6500  | 41.8956       |
-| 0.7   | 7000  | 39.8682       |
-| 0.75  | 7500  | 41.3381       |
-| 0.8   | 8000  | 40.5308       |
-| 0.85  | 8500  | 40.9773       |
-| 0.9   | 9000  | 39.6841       |
-| 0.95  | 9500  | 41.6892       |
-| 1.0   | 10000 | 42.3618       |
+| 0.05  | 500   | 32.954        |
+| 0.1   | 1000  | 29.8033       |
+| 0.15  | 1500  | 29.0685       |
+| 0.2   | 2000  | 29.799        |
+| 0.25  | 2500  | 28.8365       |
+| 0.3   | 3000  | 28.9655       |
+| 0.35  | 3500  | 29.0616       |
+| 0.4   | 4000  | 29.378        |
+| 0.45  | 4500  | 29.0731       |
+| 0.5   | 5000  | 27.8961       |
+| 0.55  | 5500  | 28.9225       |
+| 0.6   | 6000  | 29.1866       |
+| 0.65  | 6500  | 28.4707       |
+| 0.7   | 7000  | 28.291        |
+| 0.75  | 7500  | 28.4819       |
+| 0.8   | 8000  | 28.5333       |
+| 0.85  | 8500  | 27.9674       |
+| 0.9   | 9000  | 29.8078       |
+| 0.95  | 9500  | 27.0718       |
+| 1.0   | 10000 | 29.6496       |
 
 
 ### Framework Versions
 - Python: 3.11.11
 - Sentence Transformers: 3.3.1
 - Transformers: 4.47.1
-- PyTorch: 2.5.1+cu121
+- PyTorch: 2.5.1+cu124
 - Accelerate: 1.2.1
 - Datasets: 3.2.0
 - Tokenizers: 0.21.0

config_sentence_transformers.json

@@ -2,7 +2,7 @@
   "__version__": {
     "sentence_transformers": "3.3.1",
     "transformers": "4.47.1",
-    "pytorch": "2.5.1+cu121"
+    "pytorch": "2.5.1+cu124"
   },
   "prompts": {},
   "default_prompt_name": null,

model.safetensors

@@ -1,3 +1,3 @@
 version https://git-lfs.github.com/spec/v1
-oid sha256:322e9f398d8f2c756bd0a78a7ef9c503a1c50cc4c38431974d131692aa0e7a8c
+oid sha256:9a9b6f4bd82725ee70dfbff1c7a8427d9f87a44b408b23d9fbb68fd500e2df6a
 size 90864192