Effectiveness of Mindfulness-Based Colouring for Test Anxiety in Adolescents

Autor/inn/en	Carsley, Dana; Heath, Nancy L.
Titel	Effectiveness of Mindfulness-Based Colouring for Test Anxiety in Adolescents
Quelle	In: School Psychology International, 39 (2018) 3, S.251-272 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034318773523
Schlagwörter	Metacognition; Attention; Freehand Drawing; Grade 8; Test Anxiety; Pretests Posttests; Gender Differences; Art Activities; Foreign Countries; Likert Scales; Achievement Tests; Statistical Analysis; Canada (Montreal); State Trait Anxiety Inventory; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeit; Drawing; Zeichnen; School year 08; 8. Schuljahr; Schuljahr 08; Examination phobia; Testangst; Prüfungsangst; Geschlechterkonflikt; Künstlerische Tätigkeit; Ausland; Likert-Skala; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse
Abstract	The purpose of this study was to compare the effectiveness of a mindfulness art activity (mandala) with a free draw/colouring activity on test anxiety in adolescents with an examination of gender differences, and to assess the effect of dispositional mindfulness on students' experience of mindfulness and test anxiety states. Participants were 193 Grade 8 students (56.6% female; M[subscript age] = 13.49 years, SD = 0.50) randomly assigned to a mandala (n = 97) or free draw/colouring condition (n = 96). Students completed standardized measures to assess test anxiety and state mindfulness pre- post-colouring intervention, immediately prior to completing a test, in addition to a measure of dispositional mindfulness. Results showed a significant decrease in test anxiety and a significant increase in state mindfulness following both activities; however, a gender by group by time interaction was found such that females reported a greater decrease in test anxiety in the free condition compared to males. Furthermore, the baseline measures (pre-intervention state mindfulness and test anxiety) were found to fully mediate relations between dispositional mindfulness and the outcome measures (post-intervention state mindfulness and test anxiety). Implications for educators and future research and practice regarding the use of mindfulness activities in the classroom are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01