The Impact of Mindfulness-Based Cognitive Therapy on Math Anxiety in Adolescents

Autor/inn/en	LaGue, April; Eakin, Gene; Dykeman, Cass
Titel	The Impact of Mindfulness-Based Cognitive Therapy on Math Anxiety in Adolescents
Quelle	In: Preventing School Failure, 63 (2019) 2, S.142-148 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dykeman, Cass)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1528966
Schlagwörter	Relaxation Training; Cognitive Restructuring; Therapy; Mathematics Anxiety; Adolescents; High School Students; Secondary School Mathematics; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Entspannungstraining; Therapie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	In this nonconcurrent, multiple-baseline, single-subject research study, the authors conducted a preliminary exploration of whether mindfulness-based cognitive therapy (MBCT) can be expanded to the treatment of math anxiety. Three high school students who were assessed with high levels of math anxiety met individually twice a week for 6 weeks with the school counselor who used a manualized MBCT treatment for anxiety as the intervention. A weekly administration of a math anxiety measurement tool showed a decrease in math anxiety for all three participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01