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To evaluate the effectiveness of mindfulness-based structured versus unstructured coloring on test anxiety, 52 participants (53.8% female; Mage = 10.92 years, SD =.82) were randomly assigned to either a structured mandala (n = 26) or free coloring condition (n = 26), and completed a standardized anxiety measure to assess anxiety before and after coloring, immediately before a spelling test. Results revealed an overall decrease in anxiety for both groups. However, a significant gender by group interaction demonstrated that while both genders experienced anxiety reduction in the mandala condition, males reported a greater anxiety reduction in the free coloring condition while females only benefited from the mandala condition. Possible explanations for these gender effects are explored and future directions discussed.
To evaluate the effectiveness of mindfulness-based structured versus unstructured coloring on test anxiety, 52 participants (53.8% female; Mage = 10.92 years, SD =.82) were randomly assigned to either a structured mandala (n = 26) or free coloring condition (n = 26), and completed a standardized anxiety measure to assess anxiety before and after coloring, immediately before a spelling test. Results revealed an overall decrease in anxiety for both groups. However, a significant gender by group interaction demonstrated that while both genders experienced anxiety reduction in the mandala condition, males reported a greater anxiety reduction in the free coloring condition while females only benefited from the mandala condition. Possible explanations for these gender effects are explored and future directions discussed.
The authors investigated the effectiveness of a mindfulness art activity compared with a free draw/coloring activity on test anxiety in children. The sample consisted of 152 students (50% female; Mage = 10.38 years, SD = 0.88 years) randomly assigned to a mindful (n = 76) or free (n = 76) group. Participants completed a standardized measure of anxiety and state mindfulness before and after the coloring activity, immediately before a spelling test, as well as a measure of dispositional mindfulness. Results revealed an overall significant decrease in test anxiety and an overall significant increase in state mindfulness following the interventions. Furthermore, although a significant negative correlation was found between dispositional mindfulness and change in state mindfulness pre- and post-coloring intervention, a significant positive correlation was found between dispositional mindfulness and pre-intervention state mindfulness, suggesting a possible ceiling effect. Explanations for these findings and implications for school personnel and future research are discussed.
Failure to complete high school is associated with a myriad of negative outcomes. Some research has suggested a link between student anxiety and risk of dropout. Recently, there has been increasing evidence that mindfulness may diminish anxiety in adolescents; however, the relationship between anxiety, mindfulness and dropout has yet to be investigated. Thus, the current study examined the role of mindfulness and anxiety in adolescents’ intentions for dropping out of school. The sample consisted of 471 Grade 9 students (53.1 % female; M age = 14.45 years, SD = .527). All participants completed the Beck Anxiety Inventory for Youth, the Child and Adolescent Mindfulness Measure and an English translation of Le questionnaire de dépistage des élèves à risque de décrochage scolaire (questionnaire for screening of students at risk of school dropout) in groups. Results showed that anxiety demonstrated a moderate significant negative association with mindfulness, and a low significant positive association with reports of dropout intention. A significant low negative correlation was also found for mindfulness and dropout intention. Interestingly, mindfulness was found to partially mediate the relationship between anxiety and dropout intention, with a medium effect. Implications for future research and practice regarding mindfulness as a protective factor for dropout intention are discussed.
The present study reports the pilot evaluation of the feasibility and acceptability of StressOFF Strategies, a single-session (45 min) adolescent-targeted, school-based psychoeducational program, which introduces cognitive behavioral techniques and mindfulness-based techniques. Five hundred and sixty-five Grade 9 students (57% female; M age = 14.97, SD = 0.36) completed self-report measures of stress, current stress management use, satisfaction with program, understanding of and future willingness to use strategies taught. Pre-intervention, 35.04% of participants reported a moderate–high overall stress level. Furthermore, all participants initially reported limited strategy use with distraction as the most common strategy (68.89%). Post-intervention, 88.67% of participants rated the program as good to excellent with over 87% of participants reporting understanding strategies quite well to very well, and 76–87% of participants indicating high levels of willingness to use each strategy. Females reported high levels of stress, greater satisfaction with the program, and better understanding and willingness to use strategies. Implications for schools are discussed.
The present study reports the pilot evaluation of the feasibility and acceptability of StressOFF Strategies, a "single-session" (45 min) adolescent-targeted, school-based psychoeducational program, which introduces cognitive behavioral techniques and mindfulness-based techniques. Five hundred and sixty-five Grade 9 students (57% female; "M" age = 14.97, SD = 0.36) completed self-report measures of stress, current stress management use, satisfaction with program, understanding of and future willingness to use strategies taught. Pre-intervention, 35.04% of participants reported a moderate-high overall stress level. Furthermore, all participants initially reported limited strategy use with distraction as the most common strategy (68.89%). Post-intervention, 88.67% of participants rated the program as good to excellent with over 87% of participants reporting understanding strategies quite well to very well, and 76-87% of participants indicating high levels of willingness to use each strategy. Females reported high levels of stress, greater satisfaction with the program, and better understanding and willingness to use strategies. Implications for schools are discussed.