Volume 7, Issue 4 (2019)
Health Educ Health Promot 2019, 7(4): 163-168 |
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Hamidi F, Meshkat M, Sayadi Nejad M. Predicting Students’ Test Anxiety Based on Their Spiritual Well-Being and Mindfulness. Health Educ Health Promot 2019; 7 (4) :163-168
URL: http://hehp.modares.ac.ir/article-5-33397-en.html
URL: http://hehp.modares.ac.ir/article-5-33397-en.html
1- Educational Sciences Department, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran , fhamidi@stru.ac.ir
2- English Language Department, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran
3- Educational Sciences Department, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran
2- English Language Department, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran
3- Educational Sciences Department, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran
Abstract: (3102 Views)
Aims: Test anxiety is a significant and scary distressing feeling that appears before, during, or even after the exam. The current study aimed to predict test anxiety in high school female students based on their spiritual well-being and mindfulness.
Materials & Methods: In this descriptive-analytic and cross-sectional study, the statistical population included all 4th grade of girl high school students in Tehran (140,000 students). The sample concluded 312 female students of 4th grade high schools in Tehran selected by multistage cluster sampling. The test anxiety scale developed (2004), Langer's Mindfulness scale (2004), and Well-Being scale (Paloutzian and Ellison; 1982) were completed by participants. Data was analyzed using Pearson correlation test, Enter multiple and stepwise regression.
Findings: Pearson correlation showed a significant and negative relationship between test anxiety and spiritual well-being variables (r=-0.28; p=0.05) and also the negative relationship with mindfulness (r=-0.44; p=0.05). Regarding the results, students' test anxiety was predictable based on their spiritual well-being and mindfulness and both variables can predict 9% of the variances of changes in the test anxiety (R2=0.09).
Conclusion: According to the results, the higher level of spiritual well-being and mindfulness, the lower level of test anxiety will be observed in students. So, it is expected that by focusing on specific techniques of mindfulness and performing activities that have a positive impact on students' spiritual well-being can reduce the level of student anxiety and, consequently, improve their academic performance.
Materials & Methods: In this descriptive-analytic and cross-sectional study, the statistical population included all 4th grade of girl high school students in Tehran (140,000 students). The sample concluded 312 female students of 4th grade high schools in Tehran selected by multistage cluster sampling. The test anxiety scale developed (2004), Langer's Mindfulness scale (2004), and Well-Being scale (Paloutzian and Ellison; 1982) were completed by participants. Data was analyzed using Pearson correlation test, Enter multiple and stepwise regression.
Findings: Pearson correlation showed a significant and negative relationship between test anxiety and spiritual well-being variables (r=-0.28; p=0.05) and also the negative relationship with mindfulness (r=-0.44; p=0.05). Regarding the results, students' test anxiety was predictable based on their spiritual well-being and mindfulness and both variables can predict 9% of the variances of changes in the test anxiety (R2=0.09).
Conclusion: According to the results, the higher level of spiritual well-being and mindfulness, the lower level of test anxiety will be observed in students. So, it is expected that by focusing on specific techniques of mindfulness and performing activities that have a positive impact on students' spiritual well-being can reduce the level of student anxiety and, consequently, improve their academic performance.
Article Type: Original Research |
Subject:
Quality of Life
Received: 2019/05/28 | Accepted: 2019/10/13 | Published: 2019/12/21
Received: 2019/05/28 | Accepted: 2019/10/13 | Published: 2019/12/21
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