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Impact of a 3-minute mindfulness-bas...
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ProQuest Information and Learning Co.
Impact of a 3-minute mindfulness-based exercise on anxiety and academic performance.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
Impact of a 3-minute mindfulness-based exercise on anxiety and academic performance./
作者:
Stein, Scott D.
面頁冊數:
1 online resource (61 pages)
附註:
Source: Dissertation Abstracts International, Volume: 78-01(E), Section: B.
標題:
Clinical psychology. -
電子資源:
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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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.
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