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Impact of a 3-minute mindfulness-based exercise on anxiety and academic performance.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Impact of a 3-minute mindfulness-based exercise on anxiety and academic performance./
Author:	Stein, Scott D.
Description:	1 online resource (61 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: B.
Subject:	Clinical psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781339974224

Impact of a 3-minute mindfulness-based exercise on anxiety and academic performance.
Stein, Scott D.

Impact of a 3-minute mindfulness-based exercise on anxiety and academic performance. - 1 online resource (61 pages)

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: B.

Thesis (Psy.D.)--Union Institute and University, 2016.

Includes bibliographical references

The relationship between high anxiety and poor academic performance has been well established (Eysenck et. al., 2007; Hunsley, 1985; Staal, 2004; Ashcraft & Kirk, 2001). Mindfulness exercises have been successfully used to reduce performance anxiety and increase academic performance (Broderick & Metz, 2009; Crane, et al., 2010; Franco et al., 2010; Napoli, Krech & Holley, 2005; Shapiro, Schwartz & Bonner, 1998). Such exercises have typically been taught by experienced mindfulness facilitators using 16-40 hour courses in mindfulness that are separate from the classroom environment where the skills learned will hopefully be employed (Baer, 2003). Recent research suggests that shorter mindfulness exercises taught via audio recordings produce reductions in anxiety and increases in attention (Britt, 2011). Whether such short mindfulness exercises impact academic performance has not been studied. This study examined whether regularly engaging in a short mindfulness based exercise reduces students' anxiety and increased their academic performance. In this study, first year college students in a college algebra class participated in a 3-minute mindfulness exercise at the beginning of each class for a period of six weeks. Anxiety and academic performance were assessed and compared to control groups who did not receive mindfulness training. Students who participated in the mindfulness exercise reported lower state anxiety levels as measured by the State-Trait Anxiety Inventory. Academic performance was not significantly impacted by engaging in the mindfulness exercise.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339974224Subjects--Topical Terms:

649607
Clinical psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Impact of a 3-minute mindfulness-based exercise on anxiety and academic performance.
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245 1 0 $a Impact of a 3-minute mindfulness-based exercise on anxiety and academic performance.
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500 $a Source: Dissertation Abstracts International, Volume: 78-01(E), Section: B.
500 $a Adviser: William Lax.
502 $a Thesis (Psy.D.)--Union Institute and University, 2016.
504 $a Includes bibliographical references
520 $a The relationship between high anxiety and poor academic performance has been well established (Eysenck et. al., 2007; Hunsley, 1985; Staal, 2004; Ashcraft & Kirk, 2001). Mindfulness exercises have been successfully used to reduce performance anxiety and increase academic performance (Broderick & Metz, 2009; Crane, et al., 2010; Franco et al., 2010; Napoli, Krech & Holley, 2005; Shapiro, Schwartz & Bonner, 1998). Such exercises have typically been taught by experienced mindfulness facilitators using 16-40 hour courses in mindfulness that are separate from the classroom environment where the skills learned will hopefully be employed (Baer, 2003). Recent research suggests that shorter mindfulness exercises taught via audio recordings produce reductions in anxiety and increases in attention (Britt, 2011). Whether such short mindfulness exercises impact academic performance has not been studied. This study examined whether regularly engaging in a short mindfulness based exercise reduces students' anxiety and increased their academic performance. In this study, first year college students in a college algebra class participated in a 3-minute mindfulness exercise at the beginning of each class for a period of six weeks. Anxiety and academic performance were assessed and compared to control groups who did not receive mindfulness training. Students who participated in the mindfulness exercise reported lower state anxiety levels as measured by the State-Trait Anxiety Inventory. Academic performance was not significantly impacted by engaging in the mindfulness exercise.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Clinical psychology. $3 649607
655 7 $a Electronic books. $2 local $3 554714
690 $a 0622
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Union Institute and University. $b Psychology Progam: Clinical Psychology. $3 1188309
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