Does dispositional mindfulness mediate the relationship between anxiety and exam performance?

  1. López-Navarro, Emilio 1
  2. Giorgetti, Daniela 2
  3. Errasti, José 3
  4. Susana Al-Halabí 3
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 EvoCog University of the Balearic Islands,
  3. 3 University of Oviedo.
Mostrar afiliaciones +
Revista:
Revista de investigación en educación

ISSN: 1697-5200,  2172-3427

Año de publicación: 2020

Volumen: 18

Número: 3

Páginas: 324-331

Tipo: Artículo

DOI: 10.35869/REINED.V18I3.3271 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista de investigación en educación

Resumen

La ansiedad afecta al rendimiento de los estudiantes en los exámenes. El Mindfulnes Disposicional (MD) está relacionado con un mejor rendimiento cognitivo bajo condiciones de ansiedad. Sin embargo, ningún estudio ha investigado si el MD media el efecto de la ansiedad sobre el rendimiento en exámenes en estudiantes de universidad. El objetivo del estudio fue estudiar este posible papel mediador del MD. 240 estudiantes del mismo curso y materia participaron. Las medidas fueron un cuestionario sociodemográfico, el Inventario de Ansiedad Estado-Rasgo (STAI); el cuestionario Five-Facets Mindfulness Questionnaire (FFMQ), y la nota del examen final. Se realizaron análisis mediacionales para cada dimensión del STAI, con cada factor de la FFMQ como mediador, y la nota del examen como resultado. Veintinueve estudiantes fueron excluidos de los análisis por tener experiencia previa con meditación. La nota final era predicha por STAI-Estado (R2=,145, p<,001, b=-,536, 95% CI [-,719, -353]). Se encontró un efecto indirecto significativo (t=-3,937, p<,001) para la relación STAI-Estado a través de las puntuaciones de FFMQ-Non-Reactivity  (b=-,06, 95% CI [-,095, -,032]). Los datos sugieren que la ansiedad afecta negativamente a la ejecución en el examen final, pero que este efecto es reducido por el MD.

Referencias bibliográficas

  • Baer, R.A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125-143. https://doi.org/10.1093/clipsy/bpg015
  • Buela-Casal, G., Guillén-Riquelme, A. & Seisdedos, N. (2011). Cuestionario de ansiedad estado-rasgo (8th ed.). TEA Ediciones.
  • Cebolla, A., García-Palacios, A., Soler, J., Guillen, V., Baños, R. & Botella, C. (2012). Psychometric properties of the Spanish validation of the Five Facets of Mindfulness Questionnaire (FFMQ). The European Journal of Psychiatry, 26(2), 118-126. https://doi.org/10.4321/S0213-61632012000200005
  • Chiang, E.P. & Sumell, A. J. (2019). Are your students absent, not absent, or present? Mindfulness and student performance. The Journal of Economic Education, 50(1), 1-16. https://doi.org/10.1080/00220485.2018.1551096
  • Chipman, S.E.F. (Ed.). (2017). The Oxford Handbook of Cognitive Science (Vol. 1). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199842193.001.0001
  • Cho, H., Ryu, S., Noh, J. & Lee, J. (2016). The Effectiveness of Daily Mindful Breathing Practices on Test Anxiety of Students. PLOS ONE, 11(10), e0164822. https://doi.org/10.1371/journal.pone.0164822
  • Eysenck, M.W. & Calvo, M.G. (1992). Anxiety and Performance: The Processing Efficiency Theory. Cognition & Emotion, 6(6), 409-434. https://doi.org/10.1080/02699939208409696
  • Gallant, S.N. (2016). Mindfulness meditation practice and executive functioning: Breaking down the benefit. Consciousness and Cognition, 40, 116-130. https://doi.org/10.1016/j.concog.2016.01.005
  • Guillén, A. & Buela-Casal, G. (2015). Estructura factorial del Cuestionario de Ansiedad Estado-Riesgo (STAI) para pacientes diagnosticados con depresión. Salud Mental, 38(4), 293-298. https://doi.org/10.17711/SM.0185-3325.2015.040
  • Hayes, A.F. & Rockwood, N.J. (2020). Conditional Process Analysis: Concepts, Computation, and Advances in the Modeling of the Contingencies of Mechanisms. American Behavioral Scientist, 64(1), 19-54. https://doi.org/10.1177/0002764219859633
  • Hooda, M. & Saini, A. (2017). Academic Anxiety: An Overview. International Journal of Education and Applied Social Science, 8(3), 807-810.https://doi.org/10.5958/2230-7311.2017.00139.8
  • Huang, F.-Y., Hsu, A.-L., Hsu, L.-M., Tsai, J.-S., Huang, C.-M., Chao, Y.-P., Hwang, T.-J. & Wu, C.W. (2019). Mindfulness Improves Emotion Regulation and Executive Control on Bereaved Individuals: An fMRI Study. Frontiers in Human Neuroscience, 12. https://doi.org/10.3389/fnhum.2018.00541
  • Jaiswal, S., Tsai, S.-Y., Juan, C.-H., Liang, W.-K. & Muggleton, N. G. (2018). Better Cognitive Performance Is Associated With the Combination of High Trait Mindfulness and Low Trait Anxiety. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00627
  • Kingery, J.N., Bodenlos, J.S. & Lathrop, J.A. (2020). Facets of dispositional mindfulness versus sources of social support predicting college students’ psychological adjustment. Journal of American College Health, 68(4), 403-410. https://doi.org/10.1080/07448481.2019.1574801
  • MacDonald, H.Z. & Baxter, E.E. (2017). Mediators of the Relationship Between Dispositional Mindfulness and Psychological Well-Being in Female College Students. Mindfulness, 8(2), 398-407. https://doi.org/10.1007/s12671-016-0611-z
  • Noone, C., Bunting, B. & Hogan, M.J. (2016). Does Mindfulness Enhance Critical Thinking? Evidence for the Mediating Effects of Executive Functioning in the Relationship between Mindfulness and Critical Thinking. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.02043
  • Noone, C. & Hogan, M.J. (2018). Improvements in Critical Thinking Performance Following Mindfulness Meditation Depend on Thinking Dispositions. Mindfulness, 9(2), 461-473. https://doi.org/10.1007/s12671-017-0789-8
  • Rana, R. & Mahmood, N. (2010). The Relationship between Test Anxiety and AcademicAchievement. Bulletin of Education and Research, 32(2), 63-74.
  • Sherwood, A., Carydias, E., Whelan, C. & Emerson, D.L.-M. (2020). The explanatory role of facets of dispositional mindfulness and negative beliefs about worry in anxiety symptoms. Personality and Individual Differences, 160, 109933. https://doi.org/10.1016/j.paid.2020.109933 Shi, Z., Gao, X. & Zhou, R. (2014). Emotional working memory capacity in test anxiety. Learning and Individual Differences, 32, 178-183. https://doi.org/10.1016/j.lindif.2014.03.011
  • Sørensen, L., Osnes, B., Visted, E., Svendsen, J.L., Adolfsdottir, S., Binder, P.E. & Schanche, E. (2018). Dispositional mindfulness and attentional control: The specific association between the mindfulness facets of non-judgment and describing with flexibility of early operating orienting in conflict detection. Frontiers in Psychology, 9, 1-9. https://doi.org/10.3389/fpsyg.2018.02359
  • Takahashi, T., Kawashima, I., Nitta, Y. & Kumano, H. (2020). Dispositional Mindfulness Mediates the Relationship Between Sensory-Processing Sensitivity and Trait Anxiety, Well-Being, and Psychosomatic Symptoms. Psychological Reports, 123(4), 1.083-1.098. https://doi.org/10.1177/0033294119841848
  • Tomlinson, E.R., Yousaf, O., Vittersø, A.D. & Jones, L. (2018). Dispositional Mindfulness and Psychological Health: a Systematic Review. Mindfulness, 9(1), 23-43. https://doi.org/10.1007/s12671-017-0762-6van
  • Dijk, I., Lucassen, P.L.B.J., van Weel, C. & Speckens, A.E.M. (2017). A cross-sectional examination of psychological distress, positive mental health and their predictors in medical students in their clinical clerkships. BMC Medical Education, 17(1), 219. https://doi.org/10.1186/s12909-017-1035-8
  • Yu, S., Zhang, C., Zhou, Y., Shi, Y. & Xu, W. (2020). Longitudinal relationship between inferiority and maladjustment among college students: The mediation of dispositional mindfulness and moderation of left-behind experience. Children and Youth Services Review, 116, 105249. https://doi.org/10.1016/j.childyouth.2020.105249
Fuente de los datos: Dialnet