The effect of mindfulness-based programs on coping with test anxiety: A systematic review <p>Sınav kaygısıyla başa çıkmada bilinçli farkındalık temelli programların etkiliği: Sistematik bir derleme

Authors

  • Fatma Ebru İkiz Dokuz Eylul University
  • Sevgi Uygur Dokuz Eylul University

Keywords:

Mindfulness based programs, anxiety, test anxiety, empirical studies, mixed studies, Bilinçli farkındalık temelli programlar, kaygı, sınav kaygısı, deneysel çalışmalar, karma çalışmalar

Abstract

The research is a systematic review and the purpose of the research is; is the evaluation of experimental and mixed studies designed to examine the effectiveness of mindfulness-based programs applied to coping with test anxiety. In this context, English and Turkish articles and theses published in YOK TEZ, ULAKBIM, Google Academic and EBSCOhost databases between 2000 (January) and 2018 (April) have been systematically screened. In the study, mindfulness based interventions for test anxiety, mindfulness based stress reduction and test anxiety, mindfulness based anxiety management, mindfulness based cognitive therapy for test anxiety, and mindfulness based theraphy for test anxiety were used as keywords. Research that does not meet the criteria is excluded from the study; the 14 articles that met the criteria were examined and evaluated in terms of sample groups, purposes, countries where they were used, techniques used, measurement methods and findings. Findings have shown that investigations are usually carried out on the university students and that mindfulness-based programs are effective in reducing the anxiety of individuals experiencing test anxiety on different sample groups.

Extended English summary is in the end of Full Text PDF (TURKISH) file.

 

Özet

Araştırma sistematik bir derleme olup araştırmanın amacı; sınav kaygısıyla başa çıkmada uygulanan bilinçli farkındalık temelli programların etkililiğini incelemek amacıyla yapılmış deneysel ve karma çalışmaların değerlendirilmesidir. Bu kapsamda YÖK TEZ, ULAKBİM, Google Akademik ve EBSCOhost veri tabanlarında 2000 (Ocak) -2018 (Nisan) yılları arasında yayımlanan İngilizce ve Türkçe makaleler ve tezler sistematik olarak taranmıştır. Taramada sınav kaygısı için bilinçli farkındalık temelli müdaheleler, stress azaltma temelli bilinçli farkındalık ve sınav kaygısı, bilinçli farkındalık temelli sınav kaygısı yönetimi, sınav kaygısına yönelik bilinçli farkındalık temelli bilişsel terapi, sınav kaygısına yönelik bilinçli farkındalık temelli terapi anahtar kelimeler olarak kullanılmıştır. Ölçütleri karşılamayan araştırmalar çalışma dışında tutulurken; ölçütleri karşılayan 14 makale bu çalışmada örneklem grupları, amaçları, yapıldığı ülkeler, kullanılan teknikler, ölçme yöntemleri ve bulgular açısından incelenmiş ve değerlendirilmiştir. Elde edilen bulgular, araştırmaların genellikle üniversite öğrencileri çalışma grubu üzerinde yürütüldüğünü ve bilinçli farkındalık temelli programlarının farklı örneklem grupları üzerinde sınav kaygısı yaşayan bireylerin kaygısını azaltmada etkili olduğunu göstermiştir.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Fatma Ebru İkiz, Dokuz Eylul University

Prof. Dr., Dokuz Eylül Üniversitesi, Eğitim Bilimleri, Rehberlik ve Psikolojik Danışmanlık

Sevgi Uygur, Dokuz Eylul University

Araştırma Görevlisi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri, Rehberlik ve Psikolojik Danışmanlık

References

Ahmadi, E., Razini, H. H. ve Hatami, M. (2006). The effectiveness of Group therapy of mindfulness-based stress reduction (MBSR) on test anxiety and assertiveness of Dysthymia students. International Academic Journal of Humanities, 3(7), 18-27.

Akın, Ü. ve Akın, A. (2015). Mediating role of coping competence on the relationship between mindfulness and flourishing. Suma Psıcológıca, 22(1), 37-43.

Aldao, A. ve Nolen-Hoeksema, S. (2010). Specificity of cognitive emotion regulation strategies: A transdiagnostic examination. Behaviour Research and Therapy, 48(10), 974e983. http://dx.doi.org/10.1016/j.brat.2010.06.002.

Alpert, R. ve Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of Abnormal and Social Psychology, 61(2), 207.

Ang, R.P., Klassen, R.M., Chong, W.H., Huan, V.S., Wong, I.Y.F., Yeo, L.S. ve Krawchuk, L.L. (2009). Cross-cultural invariance of the Academic Expectations Stress Inventory: Adolescents samples from Canada and Singapore. Journal of Adolescence, 32, 1225–1237.

Ariana, F. (2012). Mindfulness for students. http://mindfulnessforstudents.co.uk/wp-content/uploads/2012/10/Mindfulness-TTSept12-3.pdf adresinden elde edilmiştir.

Ayrancı, E. ve Öge, E. (2011). Bir vakıf üniversitesindeki öğrencilerin sınav kaygısı hakkında araştırma. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 30, 87-102.

Baltaş, A. (2005). Öğrenmede ve Sınavlarda Üstün Başarı. İstanbul, Remzi Kitabevi, 2005.

Baltaş, A. ve Baltaş ,Z. (1993). Stres ve Başa Çıkma Yolları. İstanbul: Remzi Kitabevi, 1993.

Bannirchelvam, B., Bell, K. L. ve Costello, S. (2017). A qualitative exploration of primary school students’ experience and utilisation of mindfulness. Contemporary School Psychology, 21(4), 304-316.

Bannon, E.E. (2017). The efficacy of acceptance based behavior therapy versus cognitive therapy for test anxiety and working memory performance. (Yayınlanmamış Doktora Tezi). Bowling Green State University, USA.

Bedell, J. R. ve Marlowe, H. A. (1995). An evaluation of test anxiety scales: Convergent, divergent, and predictive validity.

Bishop, S.R., Lau, M., Shapiro, S., Carlson, L., Anderson, N.D., Carmody, J. ve Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical psychology: Science and Practice, 11(3), 230-241.

Bodas, J. ve Ollendick, T. H. (2005). Test anxiety: A cross-cultural perspective. Clinical Child and Family Psychology Review, 8(1), 65-88.

Borkovec, T.D. (2002). Life in the future versus life in the present. Clinical Psychology: Science and Practice, 9(1), 76-80.

Brown, L. A., Forman, E. M., Herbert, J. D., Hoffman, K. L., Yuen, E. K.. ve Goetter, E. M. (2011). A randomized controlled trial of acceptance-based behavior therapy and cognitive therapy for test anxiety: A pilot study. Behavior modification, 35(1), 31-53.

Brown, K.W. ve Ryan, R.M. (2003). The benefits of being present: mindfulness and ıts role in psychological well-being. Journal of Personality and Social Psychology, 84, 822-848.

Brown, K.W., Ryan, R.M. ve Creswell, J.D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological inquiry, 18(4), 211-237.

Cassady, J.C. (2004). The influence of cognitive test anxiety across the learning–testing cycle. Learning and instruction, 14(6), 569-592.

Carsley, D., Heath, N. L. ve Fajnerova, S. (2015). Effectiveness of a classroom mindfulness coloring activity for test anxiety in children. Journal of Applied School Psychology, 31(3), 239-255.

Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A. ve McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of educational Psychology, 97(2), 268.

Cho, H., Ryu, S., Noh, J. ve Lee, J. (2016). The effectiveness of daily mindful breathing practices on test anxiety of students. PloS one, 11(10), e0164822.

Corbett, M.L. (2012). The effect of a mindfulness meditation interventıon on attention, affect, anxiety, mindfulness, and salivary cortisol in school aged children, (Yayınlanmamış Yüksek Lisans Tezi). Florida Atlantic University, Florida.

Creswell, J.D., Way, B.M., Eisenberger, N.I. ve Lieberman, M.D. (2007). Neural correlates of dispositional mindful¬ness during affect labeling. Psychosomatic Medicine, 69, 560-565.

Cullar, R.E. ve Holahan, C. (1980). Test taking and academic performance: The effects of study-related behaviors. Journal of Educational Psychology, 72, 16-20.

Çelik, Y. ve Onay, I. (2014). 6. sınıf öğrencilerinin bilimsel tutumları ve özgüvenleri arasındaki ilişkinin çeşitli değişkenlere göre incelenmesi. Asian Journal of Instruction, 2(2), 38.

Damcı, T. (2016). Bir yol var: Mindfulness ile yaşam biçimini değiştirmek. İstanbul: Doğan Novus.

Davidson, R. J. (2010). Empirical explorations of mindfulness: conceptual and methodological conundrums. Emotion. 10(1), 8-11. doi: 10.1037/a0018480.

Daymaz, S. (2009). İlköğretim 7.sınıf öğrencilerinin anne baba beklentileri ile sınav kaygısı arasındaki ilişkinin incelenmesi (İstanbul ili Tuzla ilçesi örneği) (Yayımlanmamış yüksek lisans tezi). Yeditepe Üniversitesi, İstanbul.

Desiderato, O. ve Koskinen, P. (1969). Anxiety, study habits, and academic achievement. Journal of Counseling Psychology, 16(21), 162.

Dundas, I., Thorsheim, T., Hjeltnes, A. ve Binder, P. E. (2016). Mindfulness Based Stress Reduction for academic evaluation anxiety: A naturalistic longitudinal study. Journal of college student psychotherapy, 30(2), 114-131.

Erk, S. (2016). Şimdiki zamanın içinde: Mindfulness anı yönetme sanatı. İstanbul: Koton Kitap.

Ekblad, A. G. (2008). Effects of mindfulness training on emotional regulation and attention (Unpublished doctoral dissertation). Duke University, Carolina.

http://dukespace.lib.duke.edu/dspace/bitstream/handle/10161/1340/D_Ekblad_Andrew_a_200908.pdf?sequence=1 adresinden elde edilmiştir.

Feldman, G., Hayes, A., Kumar, S., Greeson, J. ve Laurenceau, J-P. (2006). Mindfulness and emotion regulation: The development and ınitial validation of the Cognitive and Affective Mindfulness Scale-Revised. Journal of Psychopathology and Behavioral Assessment, 29(3), 177-190.

Friedman, I. A., & Bendas-Jacob, O. (1997). Measuring perceived test anxiety in adolescents: A self-report scale. Educational and Psychological Measurement, 57(6), 1035-1046.

Farooqi, Y.N., Ghani, R. ve Spielberger, C.D. (2012). Gender differences in test anxiety and academic performance of medical students. International Journal of Psychology and Behavioral Sciences, 2(2), 38-43.

Galante, J., Dufour, G., Vainre, M., Wagner, A.P., Stochl, J., Benton, A., ... ve Jones, P.B. (2017). A mindfulness-based intervention to increase resilience to stress in university students (the Mindful Student Study): A pragmatic randomised controlled trial. The Lancet Public Health. 3, 72-81.

Halland, E., Vibe, M., Solgauh, I., Friborg, O., Rosenvinge, C.H., Tyssen, R., Sorlie, T. Ve Bjgrndal, A. (2015). Mindfulness training ımproves problem-focused coping in psychology and medical students: Results from a randomized controlled trial. College Student Journal. 49(3), 387-398.

Higgins, J. P. ve Green, S. (2011). Cochrane handbook for systematic reviews of interventions. John Wiley & Sons.

Hill, C.L.M. ve Updegraff, J.A. (2012). Mindfulness and its relationship to emotional regulation. Emotion, 12(1), 81-90. doi: 10.1037/a0026355

Hofmann, S.G., Sawyer, A.T., Witt, A.A. ve Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of consulting and clinical psychology, 78(2), 169.

Holland, M.K. ve Tarlow, G. (1980). Using psychology: Principles of behavior and your life. Little Brown and Company.

Joiner, T. E., Steer, R. A., Beck, A. T., Schmidt, N. B., Rudd, M. D. ve Catanzaro, S. J. (1999). Physiological hyperarousal: Construct validity of a central aspect of the tripartite model of depression and anxiety. Journal of Abnormal Psychology, 108, 290-298.

Kabalcı, T. (2008). Akademik başarının yordayıcısı olarak benlik saygısı, sınav kaygısı ve sosyo-demografik değişkenler. (Yayınlanmamış yüksek lisans tezi,) Hacettepe Üniversitesi, Ankara.

Kabat‐Zinn, J. (2003). Mindfulness‐based interventions in context: past, present, and future. Clinical psychology: Science and practice, 10(2), 144-156.

Kabat-Zinn, J. (2013). Full catastrophe living: Using the wisdom of your mind and body to face stress, pain, and illness. New York: Delacorte.

Kayapınar, E. (2006). Ortaöğretim Kurumları Öğrenci Seçme ve Yerleştirme sınavı (OKS)'na hazırlanan ilköğretim 8. sınıf öğrencilerinin kaygı düzeylerinin incelenmesi (Afyonkarahisar ili örneği). (Yayınlanmamış Yüksek Lisans Tezi). Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü, Afyon.

Keng, S.L., Smoski, M. J., ve Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31, 1041–1056. doi: 10.1016/j.cpr.2011.04.006

Kielty, M., Gilligan, T., Staton, R. ve Curtis, N. (2017). Cultivating mindfulness with third grade students via classroom-based interventions. Contemporary School Psychology, 21(4), 317-322.

Koçkar, A.İ., Kılıç, B.G. ve Şener, Ş. (2002). İlköğretim öğrencilerinde sınav kaygısı ve akademik başarı. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 9(2), 100-105.

Lee, J., Semple, R. J., Rosa, D. ve Miller, L. (2008). Mindfulness-based cognitive therapy for children: Results of a pilot study. Journal of Cognitive Psychotherapy, 22(1), 15.

Liebert, R. M. ve Morris, L. W. (1967). Cognitive and emotional components of test anxiety: A distinction and some initial data. Psychological reports, 20(3), 975-978.

Locker, J. ve Cropley, M. (2004). Anxiety, depression and self-esteem in secondary school children: An investigation into the impact of standard assessment tests (SATs) and other important school examinations. School Psychology International, 25(3), 333-345.

Lowe, P. A. ve Lee, S. W. (2008). Factor structure of the Test Anxiety Inventory for Children and Adolescents (TAICA) scores across gender among students in elementary and secondary school settings. Journal of Psychoeducational Assessment, 26(3), 231-246.

Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., ... ve Janik, M. (2008). The Test Anxiety Inventory for Children and Adolescents (TAICA) examination of the psychometric properties of a new multidimensional measure of test anxiety among elementary and secondary school students. Journal of Psychoeducational Assessment, 26(3), 215-230.

Mandler, G. ve Sarason, S. B. (1952). A study of anxiety and learning. The Journal of Abnormal and Social Psychology, 47(2), 166.

Marlatt, G. A. ve Kristeller, J. L. (1999). Mindfulness and meditation.

Mohammadi, P. K., Zargar, N. A. ve Shahidi, M. A. (2018). The Efficacy of Mindfulness Therapy on Mindfulness Attention Awareness and Perception of Disease in Women with Breast Cancer. Indian Journal of Public Health Research & Development, 9(3), 157-161.

Napoli, M., Krech, P. K. ve Holley, L. C. (2005). Mindfulness trainingfor elementary school students: The Attention Academy. Journal ofApplied School Psychology, 21, 99–125.

Naveh-Benjamin, M., McKeachie, W. J., Lin, Y. G. ve Holinger, D. P. (1981). Test anxiety: deficits in information processing. Journal of educational psychology, 73(6), 816.

Özcan, B. (2017). Ortaokul 8. sınıf öğrencilerinde anne baba tutumu ile depresyon ve sınav kaygısı arasındaki ilişkinin incelenmesi. (Yayınlanmamış Yüksek Lisans Tezi). Beykent Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.

Özpoyraz N. (2000),Anksiyete Bozuklukları, Çukurova Üniversitesi Tıp Fakültesi Anabilim Dalı Ders Notları.

Öztürk, U.C. (2015). Bağlantıda Kalmak ya da Kalmamak İşte Tüm Korku Bu: İnternetsiz Kalma Korkusu ve Örgütsel Yansımaları. Journal of International Social Research, 8(37) , pp.629-638.

Öztürk, M.O. ve Uluşahin, A. (2011). Ruh Sağlığı ve Bozuklukları. 11.Baskı. Ankara: Nobel TıpKitabevleri.

Palmer, A. ve Rodger, S. (2009). Mindfulness, stress, and coping among university students. Canadian Journal of Counselling, 43(3), 198.

Paul, G., Elam, B. ve Verhulst, S. J. (2007). A longitudinal study of students' perceptions of using deep breathing meditation to reduce testing stresses. Teaching and learning in medicine, 19(3), 287-292.

Preddy, T.M., McIndoo, C.C. ve Hopko, D.R. (2013). Abbreviated mindfulness-based therapy for a depressed college student. Clinical Case Studies, 12(5), 360-372.

Putwain, D.W. (2007). Test anxiety in UK school children: Prevalence and demographic patterns. British Journal of Educational Psychology, 77(3), 579-593.

Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journal of personality and social psychology, 46(4), 929.

Sarason, S.B. (1986). The emergence of a conceptual center. Journal of Community Psychology, 14(4), 405-407.

Sarason, S.B. ve Mandler, G. (1952). Some correlates of test anxiety. The Journal of Abnormal and Social Psychology, 47(4), 810.

Smith, R.J., Arnkoff, D. B. ve Wright, T. L. (1990). Test anxiety and academic competence: A comparison of alternative models. Journal of Counseling Psychology, 37(3), 313.

Siegel, D. J. (2010). The mindful therapist: A clinician's guide to mindsight and neural integration. WW Norton & Company.

Spielberger, C.D. ve Vagg, P.R. (1987) The treatment of test anxiety: A transactional process model. Advances in Test Anxiety Research, 5, 179- 186.

Spielberg, C.D. ve Vagg, P.R. (1995). Test anxiety: Theory, assessment and treatment. Washington, DC.: Taylor & Francis.

Stöber, J. (2004). Dimensions of test anxiety: Relations to ways of coping with pre-exam anxiety and uncertainty. Anxiety, Stress, Coping, 17(3), 213-226.

Suinn, R. M. (1968). The desensitization of test-anxiety by group and individual treatment. Behaviour Research and Therapy, 6(3), 385-387.

Sümer, A.S. (2008). Farklı Öz-Anlayış Düzeylerine Sahip Üniversite Öğrencilerinde Depresyon, Anksiyete ve Stresin Değerlendirilmesi, (Yüksek Lisans Tezi,) Selçuk Üniversitesi, Konya.

Thomas, C. (2011). A review of the relationships between mindfulness, stress, coping styles and substance use among university students (Yayınlanmamış Doktora Tezi). Edith Cowan University, Australia.

Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71(5), 573.

Tobias, S. (1985). Test anxiety: Interference, defective skills, and cognitive capacity. Educational Psychologist, 20(3), 135-142.

Townsend, M.C. (2002) Essential of psychiatric mental health nursing, Second Edition, Davis Company, Philadelphia, 569-600.

Wall, R. B. (2005). Tai Chi and mindfulness-based stress reduction in a Boston Middle School. Journal of Pediatric Health Care, 19, 23–237.

Williams, M. ve Penman, D. (2015). Farkındalık: Çılgın bir dünyada huzur bulmak için pratik bir rehber. İstanbul: Pegasus.

Wine, J. (1971). Test anxiety and direction of attention. Psychological bulletin, 76(2), 92.

Wong, J., Salili, F., Ho, S.Y., Mak, K.H., Lai, M.K. ve Lam, T.H. (2005). The perceptions of adolescents, parents and teachers on the same adolescent health issues. School Psychology International, 26, 371–384.

Yates, J. (2012). When did they leave, and why? A retrospective case study of attrition on the Nottingham undergraduate medical course. BMC Medical Education. 12(43), 1-7.

Zeidner, M. (1998). Test anxiety: The state of the art. Springer Science & Business Media.

Zeidner, M. ve Safir, M. P. (1989). Sex, ethnic, and social differences in test anxiety among Israeli adolescents. The Journal of genetic psychology, 150(2), 175-185.

Zettle, R. D. (2003). Acceptance and commitment therapy (ACT) vs. systematic desensitization in treatment of mathematics anxiety. The Psychological Record, 53(2), 197-215.

Downloads

Published

2019-02-10

How to Cite

İkiz, F. E., & Uygur, S. (2019). The effect of mindfulness-based programs on coping with test anxiety: A systematic review &lt;p&gt;Sınav kaygısıyla başa çıkmada bilinçli farkındalık temelli programların etkiliği: Sistematik bir derleme. Journal of Human Sciences, 16(1), 164–191. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/5512

Issue

Section

Guidance and Psychological Counselling