College Students Who Are Mindful about Math Achieve Better Grades

Autor/inn/en	Weed, Keri; Usry, Christian Hope; Stafford, Jane
Titel	College Students Who Are Mindful about Math Achieve Better Grades
Quelle	In: Mind, Brain, and Education, 16 (2022) 1, S.48-53 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weed, Keri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12308
Schlagwörter	College Students; Metacognition; Mathematics Achievement; Thinking Skills; Mathematics Anxiety; Introductory Courses; Mathematics Education; Grade Prediction + Suchen Sie Ihr Suchwort? Collegestudent; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Denkfähigkeit; Einführungskurs; Mathematische Bildung
Abstract	High levels of math anxiety combined with low levels of mindfulness may contribute to disproportionate failure rates in introductory college mathematics classes. Although research has confirmed benefits of mindfulness in reducing anxiety and stress, findings have been less clear regarding links between mindfulness and achievement outcomes. The current study used an adapted version of the Five Factor Mindfulness Questionnaire, with items reworded specifically for activities related to math, to investigate roles of both math anxiety and mindfulness on midterm course grades. Undergraduate math students completed a brief test of math skills, and questionnaires about math anxiety, general mindfulness, and mindfulness about math during the first week of the semester. Course grades were collected at midterm. Results revealed that math skills and the act with awareness facet of mindfulness were significantly associated with course grades. Supporting mindful awareness during introductory college math classes may also enhance achievement outcomes. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01