Tim Pressley, Cheyeon Ha, Emily Learn
Teacher stress and anxiety during COVID-19: An empirical study
School psychology (Washington, D.C.)
research shown mindfulness reduce students negative emotions associated highstakes tests thereby improve test performance study explored association mindfulnessbased intervention mbi highrisk math test scores middle school students noticeably slim domain mathematics education mediating process involving mathspecific test anxiety math selfefficacy using data sample 45 students age 1213 found empirical support significant positive correlation mindfulness middle school students math achievement participants listened mindfulness audio every week mathematics test weekly mathematics test scores student group discussion data indepth interview data analyzed explore mindfulness affected students mathematics test performance showed statistically significant improvement mindfulness compared mathematics achievement without intervention results indicate mindfulness relieve mathematics anxiety symptoms including physiological manifestations testunrelated thinking worries problemsolving obstacles caused mathematics anxiety also mindfulness especially nonjudgmental attitude positively affects students mathematical selfefficacy current research provides evidence mindfulness interventions efficacy improving middle school mathematics test performance also identifies complexities implementing large numbers students