Test anxiety, psychological adaptability, and learning performance: Effects of a mindfulness training intervention on university students.

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Journal of Education and Health Promotion Pub Date : 2025-07-31 eCollection Date: 2025-01-01 DOI:10.4103/jehp.jehp_1245_24
Assylzhan Yessimbekova, Aigul Galiyeva, Zhadra Zhexembayeva, Bibigul Almukhambetova, Nurlan Abishev
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引用次数: 0

Abstract

Background: Within the demanding landscape of higher education, the intersection of academic excellence and students' psychological well-being is a problem. Mindfulness training has emerged as a potential solution for fostering brain connectivity and emotional regulation. However, its influence on test anxiety, psychological adaptability, and academic performance, along with their interrelations, remains insufficiently investigated. To address this void, the present study aimed to examine the impact of a mindfulness training program on university students' test anxiety, adaptability, and learning success and the interrelations among these variables.

Methods and material: A quasi-experimental design involving 105 university students assigned non-randomly to either a mindfulness training group or a control group was employed. The intervention comprised 12 weekly sessions that integrated theory and activities. Before the intervention and following its completion, test anxiety, and adaptability were measured using standardized scales, whereas individual grade point averages were obtained from the university records. Data were subjected to descriptive analysis, multivariate analysis of covariance, repeated measures analyses of variance, and structural equation modeling.

Results: The test anxiety scores were significantly lower in the experimental group than in the comparison group. Additionally, compared with their nontreated counterparts, the mindfulness group reported a significant increase in adaptability. However, contrary to expectations, the intervention did not yield a significant improvement in academic grades, and no significant direct link between test anxiety and learning performance was established. Furthermore, no mediating role of adaptability between test anxiety and academic performance was found.

Conclusions: This evidence highlights the potential of mindfulness practices for alleviating test anxiety and improving adaptability. However, the findings highlight the need for further interventions to enhance learning outcomes and explore diverse causal models.

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考试焦虑、心理适应与学习表现:正念训练干预对大学生的影响。
背景:在高等教育的苛刻环境中,学术成就与学生心理健康的交集是一个问题。正念训练已经成为培养大脑连通性和情绪调节的潜在解决方案。然而,它对考试焦虑、心理适应性和学习成绩的影响,以及它们之间的相互关系,仍然没有得到充分的研究。为了解决这一空白,本研究旨在探讨正念训练计划对大学生考试焦虑、适应性和学习成功的影响以及这些变量之间的相互关系。方法与材料:采用准实验设计,将105名大学生非随机分为正念训练组和对照组。干预包括每周12次的综合理论和活动。在干预前和干预完成后,使用标准化量表测量测试焦虑和适应能力,而从大学记录中获得个人平均成绩。对数据进行描述性分析、多变量协方差分析、重复测量方差分析和结构方程建模。结果:实验组学生的考试焦虑得分明显低于对照组。此外,与未接受治疗的对照组相比,正念组的适应性显著提高。然而,与预期相反,干预并没有在学业成绩上产生显著的改善,考试焦虑和学习表现之间没有明显的直接联系。此外,适应性在考试焦虑和学业成绩之间没有中介作用。结论:这一证据强调了正念练习在缓解考试焦虑和提高适应能力方面的潜力。然而,研究结果强调了进一步干预以提高学习成果和探索不同因果模型的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
21.40%
发文量
218
审稿时长
34 weeks
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