Volume 7, Issue 4 (2019)
Health Educ Health Promot 2019, 7(4): 163-168 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
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: (3172 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
References
1. Hamzah F, Bhagat V, Mahyddin NS, Mat KC. Test anxiety and its impact on first year university students and the over view of mind and body intervention to enhance coping skills in facing exams. Res J Pharm Technol. 11(6):2220-8. [Link] [DOI:10.5958/0974-360X.2018.00411.0]
2. mohammadyari G. Comparative study of relationship between general perceived self-efficacy and test anxiety with academic achievement of male and female students. Proced Soc Behav Sci. 2012;69:2119-23. [Link] [DOI:10.1016/j.sbspro.2012.12.175]
3. Steinmayr R, Crede J, McElvany N, Wirthwein L. Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Front Psychol. 2016;6:1994. [Link] [DOI:10.3389/fpsyg.2015.01994]
4. Dewi N, Mangunsong F. Contribution of student's perception toward teacher's goal orientation and student's goal orientation as a mediator in test anxiety on elementary's final exams. Proced Soc Behav Sci. 2012;69:509-17. [Link] [DOI:10.1016/j.sbspro.2012.11.440]
5. Brady ST, Hard BM, Gross JJ. Reappraising test anxiety increases academic performance of first-year college students. J Educ Psychol. 2018;110(3):395-406. [Link] [DOI:10.1037/edu0000219]
6. İşgör İY. Metacognitive skills, academic success and exam anxiety as the predictors of psychological well-being. J Educ Train Stud. 2016;4(9):35-42. [Link] [DOI:10.11114/jets.v4i9.1607]
7. Ghaleb AB, Ghaith S, Akour M. Self-efficacy, achievement goals, and metacognition as predicators of academic motivation. Proc Soc Behav Sci. 2015;191:2068-73. [Link] [DOI:10.1016/j.sbspro.2015.04.345]
8. Lazowski RA, Hulleman CS. Motivation interventions in education: A meta-analytic review. Rev Educ Res. 2016;86(2):602-40. [Link] [DOI:10.3102/0034654315617832]
9. Stephens NM, Townsend SS, Hamedani MG, Destin M, Manzo V. A difference-education intervention equips first-generation college students to thrive in the face of stressful college situations. Psychol Sci. 2015;26(10):1556-66. [Link] [DOI:10.1177/0956797615593501]
10. Hambour VK, Zimmer-Gembeck MJ, Clear S, Rowe S, Avdagic E. Emotion regulation and mindfulness in adolescents: Conceptual and empirical connection and associations with social anxiety symptoms. Personal Individ Differ. 2018;134(1):7-12. [Link] [DOI:10.1016/j.paid.2018.05.037]
11. Poorman SG, Mastorovich ML, Gerwick M. Interventions for test anxiety: How faculty can help. Teach Learn Nurs. 2019;14(3):186-91. [Link] [DOI:10.1016/j.teln.2019.02.007]
12. Nasrollahian Mojarad S, Shabani S, Ahmadi Gatab T. Studying the effects of teaching cognitive and metacognitive strategies on self-regulation learning and test anxiety of orphan girl students. Proced Soc Behav Sci. 2013;84:1585-90. [Link] [DOI:10.1016/j.sbspro.2013.06.793]
13. Asayesh H, Hosseini MA, Sharififard F, Taheri Kharameh Z. The relationship between self-efficacy and test anxiety among the Paramedical students of Qom University of Medical Sciences. J Adv Med Educ. 2018;1(3):8-12. [Link]
14. Call D, Miron L, Orcutt H. Effectiveness of brief mindfulness techniques in reducing symptoms of anxiety and stress. Mindfulness. 2014;5(6):658-68. [Link] [DOI:10.1007/s12671-013-0218-6]
15. Niss LK. Brief mindfulness intervention on math test anxiety and exam scores in a high school population [Dissertation]. Boulder: University of Colorado Boulder; 2012. [Link]
16. Öst LG. Efficacy of the third wave of behavioral therapies: A systematic review and meta-analysis. Behav Res Ther. 2008;46(3):296-321. [Link] [DOI:10.1016/j.brat.2007.12.005]
17. Thomas Z, Novak M, Platas SG, Gautier M, Holgin AP, Fox R, et al. Brief mindfulness meditation for depression and anxiety symptoms in patients undergoing hemodialysis: A pilot feasibility study. Clin J Am Soc Nephrol. 2017;12(12):2008-15. [Link] [DOI:10.2215/CJN.03900417]
18. Doyle J, Hitchcock M, Christie D. Quality improvement project aimed at integrating an adapted mindfulness-based stress reduction programme into a paediatric psychology service. BMJ Open Qual. 2019;8(3):e000514. [Link] [DOI:10.1136/bmjoq-2018-000514]
19. Langer EJ. Langer mindfulness scale user guide and technical manual. Worthington: IDS Publishing; 2004. [Link]
20. Fatemi SM. Exemplifying a shift of paradigm: Exploring the psychology of possibility and embracing the instability of knowing. In: Ie A, Ngnoumen CT, Langer EJ, editors. The wiley blackwell handbook of mindfulness. Hoboken: John Wiley & Sons; 2014. pp. 115-38. [Link] [DOI:10.1002/9781118294895.ch6]
21. Abbott RA, Whear R, Rodgers LR, Bethel A, Coon JT, Kuyken W, et al. Effectiveness of mindfulness-based stress reduction and mindfulness based cognitive therapy in vascular disease: A systematic review and meta-analysis of randomised controlled trials. J Psychosom Res. 2014;76(5):341-51. [Link] [DOI:10.1016/j.jpsychores.2014.02.012]
22. Ghorbannejad A, Mohammadi Pour M, Soleimanian AA. The effectiveness of mindfulness training method on male students' selfefficacy and intelligence beliefs. Iran J Educ Sociol. 2017;1(4):1-11. [Link]
23. Paloutzian RF, Ellison CW. Loneliness, spiritual well-being and the quality of life. In: Peplau LA, Pearlman D, editors. Loneliness. New York: John Wiley & Sons; 1982. [Link] [DOI:10.1037/t00534-000]
24. Abolghasemi A, Mehrabizadeh Honarmand A, Najarian B, Shokrkon H. The effectiveness of immunization and regulated desensitization training technique on students' test anxiety. J Psychol. 2004;8(1):3-21. [Persian]. [Link]
25. Hill PC, Pargament KI. Advances in the conceptualization and measurement of religion and spirituality. Am Psychol. 2003:58(1):64-74. [Link] [DOI:10.1037/0003-066X.58.1.64]
26. Memaari H, Hamidi F. Standardization of Langer mindfulness scale in women teachers. A bi Q J Educ Scholast Stud. 2016;5(1):49-63. [Persian] [Link]
27. Moafian F, Pagnini F, Khoshsima H. Validation of the Persian version of the Langer mindfulness scale. Front Psychol. 2017;8:468. [Link] [DOI:10.3389/fpsyg.2017.00468]
28. Moqimiyan M, Salmani F, Azarbazzin M. Relationship between test anxiety and spiritual health in nursing students. Qom Med Sci J. 2011;5(3):31-36. [Persian] [Link]
29. Amjad F, Bokharey IZ. The Impact of Spiritual Wellbeing and Coping Strategies on Patients with Generalized Anxiety Disorder. J Muslim Ment Health. 2014;8(1):21-38. [Link] [DOI:10.3998/jmmh.10381607.0008.102]
30. Parto M, Besharat MA. Mindfulness, psychological well-being and psychological distress in adolescents: Assessing the mediating variables and mechanisms of autonomy and self-regulation. Proced Soc Behav Sci. 2011;30:578-82. [Link] [DOI:10.1016/j.sbspro.2011.10.112]
31. Xie JF, Zhou JD, Gong LN, Iennaco JD, Ding SQ. Mindfulness-based cognitive therapy in the intervention of psychiatric disorders: A review. Int J Nurs Sci. 2014;1(2):232-9. [Link] [DOI:10.1016/j.ijnss.2014.05.015]
32. Mrnjaus K, Krneta M. Mindfulness, concentration and student achievement-challenges and solutions. Proced Soc Behav Sci. 2014;116:1044-9. [Link] [DOI:10.1016/j.sbspro.2014.01.343]
33. Safara M, Bhatia M. Relationship of religious beliefs with anxiety and depression. Delhi Psyquiatr J. 2008;11(2):177-9. [Link]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |