The impact of mindfulness-based cognitive therapy on math anxiety in adolescents

LaGue, April; Eakin, Gene; Dykeman, Cass

doi:10.1080/1045988x.2018.1528966

Cited by 16 publications

(27 citation statements)

References 31 publications

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“…Recent studies have investigated how training the ANS and inhibitory control may affect math perfor-mance in both adults and children, 38,44,45,48,[104][105][106][107][108][109][110][111][112] but somewhat less attention has been focused on math anxiety interventions. Some recent studies have begun to investigate methods of reducing math anxiety, 66,76,[113][114][115] in the hopes of promoting better math performance, but future studies should continue to expand on this work. Most of this work has focused on developing interventions for math anxiety reduction in adults, including via desensitization to math content and reappraisal of physiological arousal, to help participants decrease math anxiety during math testing situations.…”

Section: The Unique Role Of Math Anxiety In Math Performancementioning

confidence: 99%

Teasing apart the unique contributions of cognitive and affective predictors of math performance

Silver

Elliott

Reynvoet

et al. 2022

Annals of the New York Academy of Sciences

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Math permeates everyday life, and math skills are linked to general educational attainment, income, career choice, likelihood of full‐time employment, and health and financial decision making. Thus, researchers have attempted to understand factors predicting math performance in order to identify ways of supporting math development. Work examining individual differences in math performance typically focuses on either cognitive predictors, including inhibitory control and the approximate number system (ANS; a nonsymbolic numerical comparison system), or affective predictors, like math anxiety. Studies with children suggest that these factors are interrelated, warranting examination of whether and how each uniquely and independently contributes to math performance in adulthood. Here, we examined how inhibitory control, the ANS, and math anxiety predicted college students’ math performance (n = 122, mean age = 19.70 years). Using structural equation modeling, we find that although inhibitory control and the ANS were closely related to each other, they did not predict math performance above and beyond the effects of the other while also controlling for math anxiety. Instead, math anxiety was the only unique predictor of math performance. These findings contradict previous results in children and reinforce the need to consider affective factors in our discussions and interventions for supporting math performance in college students.

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Section: The Unique Role Of Math Anxiety In Math Performancementioning

confidence: 99%

Teasing apart the unique contributions of cognitive and affective predictors of math performance

Silver

Elliott

Reynvoet

et al. 2022

Annals of the New York Academy of Sciences

View full text Add to dashboard Cite

show abstract

“…Mathematics is one of the subjects taught at all levels of education and is the subject that mostly raises anxiety for many students starting from the elementary school level (Ramirez, Chang, Maloney, Levine, & Beilock, 2016;Ramirez, Gunderson, Levine, & Beilock, 2013;Sorvo et al, 2019), secondary schools (Birgin, Baloglu, Çatlioglu, & Gürbüz, 2010;Lague, Eakin, & Dykeman, 2019) to universities (Haynes, Mullins, & Stein, 2004;Nunez-Pena, Suarez-Pellicioni, & Bono, 2013). Ashcraft (2002) says that mathematics anxiety (MA) is generally defined as feeling tense or fear that disrupts performance in mathematics.…”

Section: Introductionmentioning

confidence: 99%

An Investigation On Pre-Service Elementary School Teachers’ Mathematics Anxiety

Rahayu

Mustadi

Sarjiman

2019

ajpm

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The aims of this study are to (1) determine the level of mathematics anxiety (MA) of pre-service elementary school teachers, (2) compare the MA among pre-service elementary school teachers in terms of gender, and (3) compare the MA among pre-service elementary school teachers in terms of the semester. This research employed a quantitative approach with comparative research design. In addition, the samples were 498 pre-service elementary school teachers. The instrument used is the Revised-Mathematics Anxiety Survey (R-MANX) developed by Bursal and Paznokas (2006). R-MANX consists of 30 statement of a 5-point Likert scale. The data analysis was processed using one-way ANOVA assisted by SPSS version 23. The findings reveal that the MA of pre-service elementary school teachers is high. Further, it is revealed that there is no significant MA difference between male and female pre-service elementary school teachers. Also, there is no significance of MA difference among pre-service elementary school teachers who are in 2nd semester, 4th semester, and 6th semester. Therefore, the results of this research imply that MA can affect pedagogical competence of a teacher and it could have an impact on the way the teacher manages the class.

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“…This exercise will have an impact on the coping mechanisms of nursing students in dealing with stressors that occur during academic learning (Shapiro, Schwartz, & Bonner, 1998) Nursing students who have been taught mindfulness techniques have shown subjective improvements in physical and mental health, empathy, and wellbeing (Beddoe & Murphy, 2004) The type of mindfulness explored from the analysis results obtained as an intervention that can reduce anxiety in nursing students, the first is mindfulness based cognitive therapy. Several study results state that mindfulness-based cognitive therapy interventions have effective results in reducing anxiety in students (Assumpção, Pena, Neufeld, & Teodoro, 2019;LaGue, Eakin, & Dykeman, 2019;Shabani & Masdari, 2016). The method used in reducing anxiety involves a person's decentralization in observing, evaluating cognitions, emotions and sensations that are felt in the physical and nonjudgmental of events that have occurred (LaGue et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Several study results state that mindfulness-based cognitive therapy interventions have effective results in reducing anxiety in students (Assumpção, Pena, Neufeld, & Teodoro, 2019;LaGue, Eakin, & Dykeman, 2019;Shabani & Masdari, 2016). The method used in reducing anxiety involves a person's decentralization in observing, evaluating cognitions, emotions and sensations that are felt in the physical and nonjudgmental of events that have occurred (LaGue et al, 2019). The theoretical basis is mindfulness-based and integrates cognitive strategies to help a person achieve affective self-regulation through the development of mindful attention.…”

Section: Discussionmentioning

confidence: 99%

The Kind of Mindfulness Intervention for Anxiety in Undergraduate Nursing Students: A Literature Review

Prasetya

Dwidiyanti

Dewi

2022

nhjk

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Background: Undergraduate nursing students have experience high levels of anxiety caused by academic, clinical practice and final assignments. This anxiety results in a decrease in students’ intellectual abilities and the risk of experiencing academic failures. Mindfulness is an effective intervention for reducing anxiety. Objectives: This scoping review aims to determine the kind of mindfulness interventions to reduce anxiety in undergraduate nursing students. Design: This study used a scoping review through a review of articles the kind of mindfulness interventions to reduce anxiety in undergraduate nursing students. Data Sources: Search for articles accessed through a database, including: Science Direct, Scopus, Semantic Scholar, ProQuest and SpringerLink with a range of search years 2017 to 2021. The search for articles uses the boolean method of the “OR/AND” operator. The keywords used in the article search were “Mindfulness” AND “Anxiety” AND “Undergraduate”, AND “Nursing” OR “Mindfulness Based Cognitive Therapy” OR “Mindfulness Based Stress Reduction” OR “Mindfulness Based”. Review Methods: This article uses Arksey and O'Melley's model in the analysis. Identification and analysis using Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Scooping Review (PRISMA-SR). Results: The result of this literature review show contains 5 quantitative articles. This article summarizes the kind of mindfulness interventions used to reduce anxiety in nursing students are mindfulness based cognitive therapy, mindfulness meditation, virtual community mindfulness, mindfulness through smartphones, and spiritual mindfulness. Mindfulness intervention provides serenity, focus on the situation with full awareness, acceptance, improvement in physical health, psychological, empathy, and well-being. The mindfulness was carried out 6 times in a series of interventions. The stages of mindfulness interventions vary widely, but the point is to focus attention and acceptance with awareness. Conclusion: The kind of mindfulness interventions used to reduce anxiety in nursing students including: mindfulness based cognitive therapy, mindfulness meditation, virtual community mindfulness, mindfulness spiritual Islam and acceptance, and spiritual mindfulness.

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The impact of mindfulness-based cognitive therapy on math anxiety in adolescents

Cited by 16 publications

References 31 publications

Teasing apart the unique contributions of cognitive and affective predictors of math performance

Teasing apart the unique contributions of cognitive and affective predictors of math performance

An Investigation On Pre-Service Elementary School Teachers’ Mathematics Anxiety

The Kind of Mindfulness Intervention for Anxiety in Undergraduate Nursing Students: A Literature Review

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