Breathing exercises' impact on test anxiety and self-esteem in a high-stakes centralized exam setting

Background

While considerable research addresses test anxiety, a clear gap exists regarding the efficacy of brief, classroom-integrated breathing exercises on both test anxiety and self-esteem specifically in middle school students preparing for high-stakes, centralized exams.

Methodological approach

Using quasi-experimental design, this study examined the effectiveness of an 8 week breathing exercise program on reducing test anxiety and enhancing self-esteem among 8th grade students who were preparing for the Turkish centralized exam. Data were collected through the Rosenberg Self-Esteem Scale, the Spielberger Test Anxiety Scale, and a qualitative questionnaire.

Key results

Results revealed a significant negative correlation between test anxiety and self-esteem before the intervention. Post-intervention, mean test anxiety scores decreased by 5.05 points (SD = 2.15), from 44.90 to 39.85 (p < 0.01, Cohen's d = 0.41), indicating a statistically significant and small to moderate effect size. Self-esteem increased by a non-significant average of 0.7 points (p = 0.130).

Implications

The current study demonstrates the value of integrating a structured breathing exercise program that included 12 distinct breathing exercises, and was delivered by a qualified therapist to reduce test anxiety in middle school students. However, the minimal impact on self-esteem suggests future studies should explore integrated stress management and self-esteem interventions using more robust designs.