Facets of Mindfulness and Test Anxiety of Senior High Students: Basis for Strengthening Mindfulness Program

A survey of students examined the link between school-based mindfulness program activities—explaining, observing, reacting with awareness, non-judging, and non-reacting—and test anxiety. Students reported moderate levels of mindfulness across all facets and low anxiety during exams. The hypothesis that mindfulness and test anxiety are inversely related was supported. The authors suggest that practicing mindfulness in school contexts may lessen test anxiety and recommend strengthening the program with formal practice measures. They also propose that future research could use experimental or case study designs to better assess impact.

Study at a glance

Abstract

The study focused on the link between school-based mindfulness program activities using the facets: explaining, observing, reacting with awareness, non-judging, and non-reacting to students ' level of test anxiety. Two self-report measures were undertaken through survey questionnaire. The findings showed that through Mindfulness, the students perceived a moderate level of mindfulness in all facets and conversely low level anxiety during examinations period. The hypothesis that mindfulness and level of test anxiety are inversely related was verified in the findings. Therefore, the practice of Mindfulness in school context is perceived to lessen the test anxiety of students and it is recommended on the basis of results by strengthening the program institution through enhancing a formal practice measures that will continue to address anxiety-related factors. Moreover, to provide information on its impact, researchers may uplift the study into experimental type and or a case study design.