Using an Online-Based Mindfulness Intervention to Reduce Test Anxiety in Physics Students

Area of Science:

• Educational Psychology
• Cognitive Science
• Mindfulness Studies

Background:

• Test anxiety is a significant barrier to academic success in STEM fields.
• Mindfulness interventions are increasingly explored for their potential to mitigate anxiety and improve cognitive regulation.
• Understanding the specific mechanisms through which mindfulness impacts student performance is crucial for effective intervention design.

Purpose of the Study:

• To investigate the effectiveness of an 8-week online mindfulness intervention on test anxiety in introductory physics students.
• To explore the mediating roles of emotional and attentional regulation in the relationship between mindfulness and academic outcomes.
• To assess the impact of the intervention on physics quiz scores.

Main Methods:

• An 8-week online mindfulness intervention was compared against a control group.
• Self-report measures assessed mindfulness, emotional regulation, and attentional regulation at pre, mid, and post-intervention.
• Physics quiz scores were collected as a measure of academic performance.

Main Results:

• The mindfulness intervention did not yield statistically significant reductions in test anxiety or improvements in physics quiz scores compared to the control group.
• Multiple regression analysis indicated that emotional regulation positively predicted mindfulness, while attentional regulation negatively predicted mindfulness at post-intervention.
• These findings suggest a complex interplay between mindfulness, regulation skills, and academic performance in this context.

Conclusions:

• The 8-week online mindfulness intervention, as implemented, was not effective in reducing test anxiety or improving academic performance in introductory physics.
• The differential predictive relationships of emotional and attentional regulation with mindfulness highlight the need for nuanced approaches.
• Further research is warranted to explore the efficacy and optimal implementation of mindfulness-based interventions within STEM educational settings.