USING AN ONLINE-BASED MINDFULNESS INTERVENTION TO REDUCE TEST ANXIETY IN UNIVERSITY STUDENTS

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dc.contributor.advisorHeddy, Benjamin
dc.contributor.authorChancey, John
dc.contributor.committeeMemberDeBacker, Teresa
dc.contributor.committeeMemberCrowson, Mike
dc.contributor.committeeMemberHong, Ji
dc.contributor.committeeMemberHill, Crag
dc.date.accessioned2020-07-10T18:28:04Z
dc.date.available2020-07-10T18:28:04Z
dc.date.issued2020-05-01
dc.date.manuscript2020-05-01
dc.description.abstractThis study investigated the theoretical and practical relationship between mindfulness and test anxiety. I explored this relationship with college students enrolled in an Introductory Physics II course at a large university in the American Southwest. The goal of this research was twofold: first to explore the theoretical relationship between mindfulness, emotional regulation, attentional regulation, and test anxiety. Second, to examine the effectiveness of using an online-based mindfulness intervention to reduce test anxiety in college students. Results suggest that emotional regulation had very little predictive power while attentional regulation was a strong significant predictor of test anxiety. Additionally, the eight week mindfulness intervention resulted in non-significant changes in test anxiety and quiz scores for the treatment compared to the control. These findings have both theoretical and practical implications.en_US
dc.identifier.urihttps://hdl.handle.net/11244/325158
dc.languageen_USen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectMindfulnessen_US
dc.subjectTest Anxietyen_US
dc.subjectInterventionen_US
dc.subjectPhysics Educationen_US
dc.thesis.degreePh.D.en_US
dc.titleUSING AN ONLINE-BASED MINDFULNESS INTERVENTION TO REDUCE TEST ANXIETY IN UNIVERSITY STUDENTSen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychologyen_US

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