Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety.
Aslak Hjeltnes, Per-Einar Binder, Christian Moltu, Ingrid Dundas
International Journal of Qualitative Studies on Health and Well-Being August 20, 2015 DOI: 10.3402/qhw.v10.27990 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 29 |
| Population | University students who self-referred to a Student Counseling Service for academic evaluation anxiety |
| Intervention | Mindfulness-based stress reduction (MBSR) |
| Duration | 8-week program |
| Topics | Anxiety Meditation Philosophy of mind |
| Keywords | Humans Stress, psychological Fear Self concept Test anxiety scale Qualitative research Universities Norway Female Young adult Surveys and questionnaires Hermeneutics College students Performance anxiety University students Reflexivity Mindfulness-based stress reduction Thematic analysis Evaluation anxiety |
| Key findings | Participants described five patterns of meaning from taking an 8-week MBSR program for academic evaluation anxiety: finding an inner source of calm, sharing a human struggle, staying focused in learning situations, moving from fear to curiosity in academic learning, and feeling more self-acceptance when facing difficult situations. |
Abstract
The aim of this qualitative study was to investigate the subjective experiences of 29 university students who participated in an 8-week mindfulness-based stress reduction (MBSR) program for academic evaluation anxiety. Participants who self-referred to the Student Counseling Service underwent individual semi-structured interviews about how they experienced the personal relevance and practical usefulness of taking the MBSR program. Interviews were transcribed and analyzed through a team-based explorative-reflective thematic approach based on a hermeneutic-phenomenological epistemology. Five salient patterns of meaning (themes) were found: (1) finding an inner source of calm, (2) sharing a human struggle, (3) staying focused in learning situations, (4) moving from fear to curiosity in academic learning, and (5) feeling more self-acceptance when facing difficult situations. We contextualize these findings in relation to existing research, discuss our own process of reflexivity, highlight important limitations of this study, and suggest possible implications for future research.
Comparable studies
Other qualitative studies on anxiety, most cited first.