Relationship between mindfulness, test anxiety, and academic performance among nursing students

Area of Science:

• Nursing Education
• Psychology
• Mindfulness Studies

Background:

• Mindfulness-based social-emotional learning (MBSEL) enhances attention to thoughts, emotions, and senses, reducing test stress and anxiety.
• MBSEL improves students' stress management and promotes responsible behaviors, positively impacting academic performance.

Purpose of the Study:

• To investigate the relationship between test anxiety, mindfulness levels, and academic performance in nursing students.
• To explore how mindfulness influences the academic outcomes of nursing students facing test anxiety.

Main Methods:

• A descriptive cross-sectional study involving 151 nursing students at Shiraz University of Medical Sciences.
• Data collected using Sarason's test anxiety questionnaire and the Freiburg Mindfulness Inventory, with academic performance assessed via previous semester scores.
• Statistical analysis included descriptive statistics, Pearson correlation coefficient, and independent t-test using SPSS version 23.

Main Results:

• An inverse and significant correlation was found between mindfulness and test anxiety (r = -0.170, P = 0.033).
• A positive and significant correlation existed between academic performance and mindfulness (r = 0.284, P = 0.001).
• A negative and significant correlation was observed between academic performance and test anxiety (r = -0.170, P = 0.037).

Conclusions:

• Mindfulness-based interventions are effective in mitigating negative thoughts, anxiety, and stress in students.
• Mindfulness strategies can be employed to reduce or manage anxiety and worry among nursing students, thereby enhancing academic success.