The research is a systematic review and the purpose of the research is; is the evaluation of experimental and mixed studies designed to examine the effectiveness of mindfulness-based programs applied to coping with test anxiety. In this context, English and Turkish articles and theses published in YOK TEZ, ULAKBIM, Google Academic and EBSCOhost databases between 2000 (January) and 2018 (April) have been systematically screened. In the study, mindfulness based interventions for test anxiety, mindfulness based stress reduction and test anxiety, mindfulness based anxiety management, mindfulness based cognitive therapy for test anxiety, and mindfulness based theraphy for test anxiety were used as keywords. Research that does not meet the criteria is excluded from the study; the 14 articles that met the criteria were examined and evaluated in terms of sample groups, purposes, countries where they were used, techniques used, measurement methods and findings. Findings have shown that investigations are usually carried out on the university students and that mindfulness-based programs are effective in reducing the anxiety of individuals experiencing test anxiety on different sample groups.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetAraştırma sistematik bir derleme olup araştırmanın amacı; sınav kaygısıyla başa çıkmada uygulanan bilinçli farkındalık temelli programların etkililiğini incelemek amacıyla yapılmış deneysel ve karma çalışmaların değerlendirilmesidir. Bu kapsamda YÖK TEZ, ULAKBİM, Google Akademik ve EBSCOhost veri tabanlarında 2000 (Ocak) -2018 (Nisan) yılları arasında yayımlanan İngilizce ve Türkçe makaleler ve tezler sistematik olarak taranmıştır. Taramada sınav kaygısı için bilinçli farkındalık temelli müdaheleler, stress azaltma temelli bilinçli farkındalık ve sınav kaygısı, bilinçli farkındalık temelli sınav kaygısı yönetimi, sınav kaygısına yönelik bilinçli farkındalık temelli bilişsel terapi, sınav kaygısına yönelik bilinçli farkındalık temelli terapi anahtar kelimeler olarak kullanılmıştır. Ölçütleri karşılamayan araştırmalar çalışma dışında tutulurken; ölçütleri karşılayan 14 makale bu çalışmada örneklem grupları, amaçları, yapıldığı ülkeler, kullanılan teknikler, ölçme yöntemleri ve bulgular açısından incelenmiş ve değerlendirilmiştir. Elde edilen bulgular, araştırmaların genellikle üniversite öğrencileri çalışma grubu üzerinde yürütüldüğünü ve bilinçli farkındalık temelli programlarının farklı örneklem grupları üzerinde sınav kaygısı yaşayan bireylerin kaygısını azaltmada etkili olduğunu göstermiştir.
This study aimed to investigate the predictive roles of gender and self-efficacy (academic, social, and emotional) on the academic resilience of adolescents. Participants consisted of 346 adolescents (227 girls and 119 boys). Data were collected through the Academic Resilience Scale, the Self-efficacy Scale for Children, and a demographic information form, and analyzed with an independent simple t test, Pearson correlation, and multiple linear regression analysis techniques. The results showed that male adolescents achieved higher scores in academic resilience, social self efficacy, and emotional self-efficacy. Gender, academic self-efficacy, social self-efficacy, and emotional self-efficacy in sum accounted for 49% of the variance in academic resilience. All independent variables with the exception of gender (being male) were statistically significant predictors for academic resilience in adolescents. Increases in academic, social, and emotional self-efficacy were found to lead to enhanced academic resilience.
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