The Effect of Mindfulness Practices on Learning Anxiety: A Case Study on High School Students (original) (raw)
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Avicenna Journal of Neuro Psycho Physiology, 2020
Background and Aims: Student life has its challenges although it offers new opportunities for the individual. The present study aimed to determine the effectiveness of mindfulness training on reducing anxiety and improving the quality of life as well as perceived academic control of students. Materials and Methods: This quasi-experimental study was conducted based on a pretest and posttest design with a control group. The population of this study consisted of 40 students who were identified through anxiety, quality of life, and perceived academic control questionnaires. They were then randomly assigned to the case (n=20) and control (n=20) groups. The experimental group was subjected to eight 2-h mindfulness training sessions for two months. On the other hand, the control group received no pieces of training. It should be mentioned that the posttest sessions were administered for both groups. The data were analyzed using covariance analysis. Results: The results showed that the impl...
Authorea (Authorea), 2023
The study focused on the link between school-based mindfulness program activities using the facets: explaining, observing, reacting with awareness, non-judging, and non-reacting to students ' level of test anxiety. Two self-report measures were undertaken through survey questionnaire. The findings showed that through Mindfulness, the students perceived a moderate level of mindfulness in all facets and conversely low level anxiety during examinations period. The hypothesis that mindfulness and level of test anxiety are inversely related was verified in the findings. Therefore, the practice of Mindfulness in school context is perceived to lessen the test anxiety of students and it is recommended on the basis of results by strengthening the program institution through enhancing a formal practice measures that will continue to address anxiety-related factors. Moreover, to provide information on its impact, researchers may uplift the study into experimental type and or a case study design.
2010
The aim of the present research is to verify the impact of a mindfulness programme on the levels academic performance, self-concept and anxiety, of a group of students in Year 1 at secondary school. The statistical analyses carried out on the variables studied showed significant differences in favour of the experimental group with regard to the control group in all the variables analysed. In the experimental group we can observe a significant increase of academic performance as well as an improvement in all the self-concept dimensions, and a significant decrease in anxiety states and traits. The importance and usefulness of mindfulness techniques in the educative system is discussed.
Exploring the Effects of a Mindfulness Program for Students of Secondary School
2011
This study analyzes the effects of a mindfulness program on a group of students in the first year of Compulsory Secondary Education from three public schools. A total of 61 students participated. A group comparison design (randomized controlled trial) with pretest-posttest measurement was used on an experimental and a control group. The statistical analyses show a significant improvement of academic performance, as well as an increase in all self-concept dimensions and a significant decrease in anxiety states and traits. These results are in agreement with other studies that have found mindfulness programmes to be effective in the educative system. The importance of mindfulness techniques in the educative system is also discussed.
Health Education and Health Promotion
The effect of cognitive training on the ... [8] Evaluation of the correlations between depression ... [9] Effects of Mindfulness-Based Stress Reduction ... [10] Effectiveness of mindfulness-based stress reduction ... [11] Comparison of perfectionism, aggression and coping ... [12] Efficacy of family anxiety management training ... [13] The effectiveness of mindfulness-based stress reduction ... [14] Efficacy of mindfulness-based cognitive therapy ... [15] Effectiveness of teaching mindfulness techniques on ... [16] Mindfulness-based stress reduction for healthy ... [17] Effects of mindfulness-based stress reduction on ... [18] The effect of mindfulness-based techniques in reduction ... [19] Effectiveness of cognitive learning strategies on test anxiety ... [20] Students and teachers benefit from mindfulnessbased stress ... [21] Comparative effectiveness of group mindfulness-based cognitive ... [22] Mindfulness-based stress reduction: a literature review and ... [23] The role of mindfulness in reducing the adverse ... [24] The effect of mindfulness-based therapy on anxiety ... [25] Minding one's emotions: mindfulness training ... [26] School-based mindfulness intervention for ... [27] Mindfulness-based cognitive therapy for depression ... [28] Self-determination theory and the facilitation ... [29] Dimensions of well-being: research and ... [30] Improving self-regulation in adolescents: current ... [31] How mindfulness training promotes positive ... [32] Acceptance lowers stress reactivity: Dismantling ... [33] Mindfulness based stress reduction for school ... [34] Cross-sectional study of anxiety symptoms in students in ... [35] The comparison of the effectiveness of mindfulness and ... [36] Manual for the depression anxiety stress ... [37] Psychometric properties of the Depression Anxiety ... [38] Mindfulnessbased stress reduction for ... [39] The role of mindfulness facets in affective ... Aims The aim of this study was to investigate the effectiveness of the implementation of mindfulness training on depression, anxiety, and stress in high school students in Ahvaz in the academic year of 2017-2018. Materials and Methods This is a quasi-experimental study with pre-test post-test design with control group. The statistical population included all of high school female students in the academic year of 2017-2018. The sample size consisted of 40 students, who were selected by multi-stage cluster sampling and randomly divided into experimental (n=20) and control (n=20) groups. For the experimental group, 8 sessions (each session 90 minutes) of the mindfulness program were performed, but no experimental test was performed for the control group and the Depression Anxiety Stress Scales (DASS) was used for collecting data. To test the hypotheses, covariance analysis and multivariate analysis of variance was performed, using SPSS 21 software. In addition, Levin test was used to test the equivalency of variances. After completion of educational programs, post-test was performed on both groups. Findings The results of data analysis indicated that the effect of mindfulness training on decreasing depression, anxiety, and stress has been shown and there was a significant relationship between mindfulness education and anxiety reduction, depression, and stress (p<0.01). Conclusion Based on the results of this study, it is worthwhile for educators to teach students how to train their mind-learning skills to be able to manage their self-control coping processes and reduce the amount of anxiety disorder in psychological conditions.
Journal of Archives in Military Medicine, 2019
Background: Entrance to a university is associated with a range of stressful academic, cognitive and emotional resources, and students may be frustrated and conflicted when experiencing these pressures as well as they may exhibit a range of psychological responses. Objectives: This study aimed at designing an educational program for mindfulness and its effectiveness in students' cognitive, emotional, and educational processes. Methods: The study was conducted by descriptive-correlational method among third-year medical students of Tehran University of Medical Sciences in 2017-18. The statistical population included 250 people. The sample size was determined at 30 patients by power analysis method for conducting a quasi-experimental intervention with two 1.5-month and 3-month follow-up. Data collection tools included Bauer's mindfulness questionnaire (2006), Cassidy and Long's Scale of Problem-Solving (1996), Maslach burnout inventory (2002), Dillon and Grout academic alienation scale (1976), and Grant and Langford self-reflection and insight scale (2002). Cronbach's alpha coefficients of tools in this study were 0.75 for Bauer's questionnaire, 0.70 for Cassidy and Long's scale, 0.70 for Maslach, 0.73 for Grant and Langford, and 0.71 for Dillon and Grout. The intervention program was designed based on the Roeser and Schunert-Reichl (2016) mindfulness program. The face validity of the program was assessed by Fortalza Tool (2017) and a pilot study was carried out. Results (P < 0.01) were significant, indicating the acceptance of the designed package. Descriptive statistics and homogeneity tests, analysis of variance (ANOVA) and repeated measures multivariate analysis were performed with SPSS 23 software for statistical investigation. Results: The findings showed that at P < 0.01, mindfulness training program had a significant positive effect on all components of problem-solving ability and academic alienation. Mindfulness do not affect the environmentalism of emotional mindfulness (P < 0.05) and the pessimism component of academic burnout (P < 0.05). In all of the components, the sphericity assumption of the spatial distribution and the Levin test and the normal distribution were observed. Conclusions: Mindfulness education program can affect students' cognitive and emotional processes and can be effective in reducing educational problems such as academic burnout and academic alienation, meanwhile, in increasing problem-solving and emotional mindfulness. It is recommended that this educational program should be implemented for new students of the universities.
International Journal of Science and Applied Science: Conference Series, 2024
This study aimed to find the effect of mindfulness practices on the quality of junior high school students' learning. The problems that occur in students are that students pay less attention when the teacher explains the material, can understand the material if the lesson is following their interests, some teachers are also considered to use teaching methods that are not very suitable for students, and some teachers are considered too monotonous in teaching students are also often sleepy in class during learning. This study uses a quantitative approach with a survey method. The population in this study was 70. This study was conducted in junior high schools with respondents from the 2023/2024 academic year. The study's results showed a significant favorable influence between mindfulness practices and the quality of student learning, with a t count of 13.706 and a significance value (p) of 0.000 <0.05. From the simple regression analysis calculation results, the R square value was obtained as 0.734, meaning that mindfulness practices affect the quality of learning by 73.4%, and the remaining 26.8% is influenced by other factors not discussed in this study.
Influence of Test Anxiety and Mindfulness on Academic Performance among Adolescents
International Journal of Indian Psychology, 2016
The purpose of the present study was to find out the influence of test anxiety and mindfulness on academic performance among adolescents. The present study consist sample of 100 adolescents (50 male and 50 female) selected through stratified random sampling method. The data were collected with the help of Westide Test Anxiety Scale developed by Richard Driscoll and Ketucnchy Inventory of Mindfulness Skills developed by Ruth. A. Bear. Correlation coefficient and t- test was applied for statistical analysis. Results revealed that there t a positive correlation between mindfulness and academic performance, negative correlation between mindfulness and test anxiety, negative correlation between academic performance and test anxiety. It is also found that male are high in mindfulness and academic performance while as female have more test anxiety. From the results it is inferred that there is significant relationship exist between mindfulness, test anxiety, academic performance and signif...