Effect of mindfulness-based interventions on students with mathematics anxiety: a discursive-analytic review
Vera Victor-Aigbodion
KONSELOR March 22, 2023 DOI: 10.24036/020231219-0-86 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Systematic review Peer reviewed |
|---|---|
| Population | Students experiencing mathematics anxiety |
| Interventions | Mindfulness-based stress reduction (MBSR) mindfulness-based cognitive therapy (MBCT) dialectical behavioral therapy (DBT) self-compassion therapy (SCT) yoga meditation |
| Topics | Anxiety Meditation |
| Key findings | The review reports that the few studies examining mindfulness-based stress reduction and mindfulness-based cognitive therapy for student mathematics anxiety found significant positive treatment effects, and one study of self-compassion therapy also reported a positive effect. The authors argue that educators should prioritize effective mindfulness-based strategies, consider the time required for results, and investigate the processes that facilitate change. |
Abstract
Most students are affected by mathematics anxiety in terms of how they study, recall, and comprehend mathematical concepts. Mathematics anxiety significantly impedes students' efforts to attend or study mathematics courses. Researchers have developed mindfulness-based interventions (MBIs) to aid in the recovery of students suffering from academic anxiety, particularly mathematics anxiety. The primary objective of this article is to assess how effective these MBIs have aided in alleviating students from mathematics anxiety so as to achieve success in their academics. This study utilized a discursive-analytic literature review approach. The following MBIs were identified: mindfulness-based stress reduction (MBSR), mindfulness-based cognitive therapy (MBCT), dialectical behavioral therapy (DBT), self-compassion therapy (SCT), yoga, and meditation. Few studies examined some MBIs and reported their significant treatment effects on mathematics anxiety. Specifically, existing studies examining MBSR and MBCT for the treatment of mathematics anxiety in students reported a significant positive effect. A study examined the efficacy of SCT in treating mathematics anxiety in students and reported a positive effect. Educators who use MBIs should prioritize the implementation of successful therapy strategies with their students, consider the necessary time frame to achieve desired results, and explore the fundamental processes that facilitate change. This will facilitate future educators in adapting their techniques in a manner that is advantageous to their respective students.
Comparable studies
Other systematic reviews and meta-analyses on anxiety, most cited first.
Citations in the library
Cites 9
- Mindfulness: A proposed operational definition. Clinical Psychology Science and Practice 2004
- Mindfulness Interventions Annual Review of Psychology September 30, 2016
- Research Review: The effects of mindfulness‐based interventions on cognition and mental health in children and adolescents – a meta‐analysis of randomized controlled trials Journal of Child Psychology and Psychiatry October 22, 2018
- Mindfulness-Based Cognitive Therapy: Theory and Practice The Canadian Journal of Psychiatry February 1, 2012
- Mindfulness-Based Cognitive Therapy (MBCT) Approach in Counseling Practice International Symposium on Electronics and Telecommunications 2022
and 4 more in the library