國立虎尾科技大學 |

Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety./
作者:	Shoemaker, Kathy.
面頁冊數:	1 online resource (282 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	School counseling. -
電子資源:	click for full text (PQDT)
ISBN:	9781369769531

Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety.
Shoemaker, Kathy.

Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety. - 1 online resource (282 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Montclair State University, 2017.

Includes bibliographical references

This study examined the relationship between teaching mindful awareness skills to middle school students and both student engagement and test anxiety. The moderating effects of certain cultural characteristics (gender, race and ethnicity, socioeconomic status [SES], English as a second language [ESL], and disability status) on the relationship between teaching mindful awareness skills and both student engagement and test anxiety was also examined. A quasi-experimental pre-/post-test research design with a control group was employed. The Child and Adolescent Mindfulness Measure (CAMM), the Healthy Self-Regulation Scale (HSR), the Student School Engagement Measure (SSEM), and the brief version of the FRIEDBEN Test Anxiety Scale (B-FTAS) were administered at pre- and post-test. Two hundred eighty students assented to have their data used at pre-test and 242 students at post-test, which led to a matched dataset of 191 students. Due to a lack of fidelity of the control group, analysis was completed for the intervention group (N = 107) only. Data were analyzed to determine differences between pre- and post-test results and between demographic groups. Two separate hierarchical multiple linear regression analyses were conducted to investigate the predictability of teaching mindfulness directly and as moderated by the cultural characteristics of gender, race and ethnicity, SES, ESL and disability status to change students' engagement with school and students' level of test anxiety. Results indicated that post-test scores on the HSR predicted both student engagement and test anxiety, while post-test scores on the CAMM had a predictive relationship only with student engagement. Results were also analyzed at the subscale level providing further detail. Finally, students reported a high level of enjoyment learning mindfulness and half of students used mindfulness outside of class.

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

Mode of access: World Wide Web

ISBN: 9781369769531Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

Teaching Mindful Awareness Skills to Middle School Students and its Relationship to Student Engagement with School and Student Test Anxiety.
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520 $a This study examined the relationship between teaching mindful awareness skills to middle school students and both student engagement and test anxiety. The moderating effects of certain cultural characteristics (gender, race and ethnicity, socioeconomic status [SES], English as a second language [ESL], and disability status) on the relationship between teaching mindful awareness skills and both student engagement and test anxiety was also examined. A quasi-experimental pre-/post-test research design with a control group was employed. The Child and Adolescent Mindfulness Measure (CAMM), the Healthy Self-Regulation Scale (HSR), the Student School Engagement Measure (SSEM), and the brief version of the FRIEDBEN Test Anxiety Scale (B-FTAS) were administered at pre- and post-test. Two hundred eighty students assented to have their data used at pre-test and 242 students at post-test, which led to a matched dataset of 191 students. Due to a lack of fidelity of the control group, analysis was completed for the intervention group (N = 107) only. Data were analyzed to determine differences between pre- and post-test results and between demographic groups. Two separate hierarchical multiple linear regression analyses were conducted to investigate the predictability of teaching mindfulness directly and as moderated by the cultural characteristics of gender, race and ethnicity, SES, ESL and disability status to change students' engagement with school and students' level of test anxiety. Results indicated that post-test scores on the HSR predicted both student engagement and test anxiety, while post-test scores on the CAMM had a predictive relationship only with student engagement. Results were also analyzed at the subscale level providing further detail. Finally, students reported a high level of enjoyment learning mindfulness and half of students used mindfulness outside of class.
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