The Effectiveness of a Mindfulness-Based Training Program in Reducing Test Anxiety among Secondary School Students: An Experimental Study in Anbar Governorate
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Abstract
The present study aims to investigate the impact of a training program based on mindfulness techniques in reducing the severity of test anxiety among secondary school students in Anbar Governorate. The study adopted a quasi-experimental approach, employing a two-group design (experimental and control) with pre-test and post-test measures. The sample consisted of 60 female students from Al-Maali Secondary School (Scientific Section) in Ramadi, randomly assigned into two equal groups of 30 students each. To achieve the study’s objectives, a validated and reliable test anxiety scale was administered. Furthermore, a training program consisting of 8 session (incorporating exercises such as mindful breathing, body scanning, and thought labeling ) was developed. Statistical analysis using the (t-test) revealed significant differences at the 0.05 level between the mean scores of the two groups in the post-test, favoring the experimental group. The results indicated a significant decrease in anxiety levels with a large effect size (eta2 = 0.65). In light of these findings, the study recommended the integration of mindfulness techniques into school counseling programs and emphasized the importance of training teachers on psychological preparation strategies for students prior to examinations.
The present study aims to investigate the impact of a training program based on mindfulness techniques in reducing the severity of test anxiety among secondary school students in Anbar Governorate. The study adopted a quasi-experimental approach, employing a two-group design (experimental and control) with pre-test and post-test measures. The sample consisted of 60 female students from Al-Maali Secondary School (Scientific Section) in Ramadi, randomly assigned into two equal groups of 30 students each. To achieve the study’s objectives, a validated and reliable test anxiety scale was administered. Furthermore, a training program consisting of 8 session (incorporating exercises such as mindful breathing, body scanning, and thought labeling ) was developed. Statistical analysis using the (t-test) revealed significant differences at the 0.05 level between the mean scores of the two groups in the post-test, favoring the experimental group. The results indicated a significant decrease in anxiety levels with a large effect size (eta2 = 0.65). In light of these findings, the study recommended the integration of mindfulness techniques into school counseling programs and emphasized the importance of training teachers on psychological preparation strategies for students prior to examinations.
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References
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