3,877
Views
20
CrossRef citations to date
0
Altmetric
Original Articles

Evaluating the effectiveness of a mindfulness coloring activity for test anxiety in children

&
Pages 143-151 | Received 12 Sep 2017, Accepted 25 Feb 2018, Published online: 08 May 2018

References

  • Abbott, K. A., Shanahan, M. J., & Neufeld, R. W. J. (2013). Artistic tasks outperform nonartistic tasks for stress reduction. Art Therapy, 30, 71–78.
  • Barrett, C. A. (2015). Adult coloring books: Patterns for stress relief. Phi Kappa Phi Forum, 95(4), 27.
  • Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(34), 34–45. doi: 10.1177/1533210107311624
  • Beckwith, P. (2014). Mindfulness and mandalas: Alternative therapeutic techniques for AOD adolescents. Capital University's Undergraduate Research Journal. Retrieved from https://pdfs.semanticscholar.org/89c5/da53c284e2d570b6650d09e577cb37874510.pdf
  • Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 77, 855–866. doi: 10.1037/a0016241
  • Bishop, D., Bryant, K. S., Giles, S. M., Hansen, W. B., & Dusenbury, L. (2006). Simplifying the delivery of a prevention program with web-based enhancements. The Journal of Primary Prevention, 27, 433–444. doi: 10.1007/s10935-006-0042-z
  • Bradley, R., McCraty, R., Atkinson, M., Tomasino, D., Daugherty, D., & Arguelles, L. (2010). Emotion self-regulation, psychophysiological coherence, and test anxiety: Results from an experiment using electrophysiological measures. Applied Psychophysiology and Biofeedback, 35, 261–283.
  • Broderick, P. C., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2, 35–46. doi: 10.1080/1754730X.2009.9715696
  • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822–848. doi: 10.1037/0022-3514.84.4.822
  • Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133–144. doi: 10.1007/s10926-009-9282-x
  • Callahan, M. J. (2016). Mindfulness based art: The SPARKS guide for educators and counselors. Victoria, BC: Freisen Press.
  • Carsley, D., Heath, N. L., & Fajnerova, S. (2015). Effectiveness of a classroom mindfulness coloring activity for test anxiety in children. Journal of Applied School Psychology, 31, 239–255. doi: 10.1080/15377903.2015.1056925
  • Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268–274. doi: 10.1037/0022-0663.97.2.268
  • Cunha, M., & Paiva, M. J. (2012). Text anxiety in adolescents: The role of self-criticism and acceptance and mindfulness skills. The Spanish Journal of Psychology, 15, 533–543. doi: 10.5209/rev_SJOP.2012.v15.n2.38864
  • Curry, N. A., & Kasser, T. (2005). Can coloring mandalas reduce anxiety? Art Therapy, 22, 81–85.
  • Dan, O., & Raz, S. (2015). The relationships among ADHD, self-esteem, and test anxiety in young adults. Journal of Attention Disorders, 19, 231–239. doi: 10.1177/1087054712454571
  • Ergene, T. (2003). Effective interventions on test anxiety reduction: A meta-analysis. School Psychology International, 24, 313–328.
  • Eum, K., & Rice, K. G. (2011). Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety, Stress, & Coping, 24, 167–178. doi:10.1080/10615806.2010.488723
  • Fridrici, M., & Lohaus, A. (2009). Stress-prevention in secondary schools: Online-versus face-to-face-training. Health Education, 109, 299–313.
  • Greco, L. A., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and adolescents: Development and validation of the child and adolescent mindfulness measure (CAMM). Psychological Assessment, 23, 606–614. doi: 10.1037/a0022819
  • Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6, 161–166. doi: 10.1111/j.1750-8606.2011.00215.x
  • Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you? School Psychology International, 26, 617–635.
  • Hanlon, H., Thatcher, R., & Cline, M. (2000). Gender differences in the development of EEG coherence in normal children. Developmental Neuropsychology, 16, 479–506.
  • Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47–77.
  • Henderson, P., Rosen, D., & Mascaro, N. (2007). Empirical study on the healing nature of mandalas. Psychology of Aesthetics, Creativity, and the Arts, 1, 148–154.
  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156. doi: 10.1093/clipsy/bpg016
  • Kail, R. V., & Cavanaugh, J. C. (2015). Human development: A life-span View ( 7th ed.). Boston, MA: Cengage Learning.
  • Kiken, L. G., Garland, E. L., Bluth, K., Palsson, O. S., & Gaylord, S. A. (2015). From a state to a trait: Trajectories of state mindfulness in meditation during intervention predict changes in trait mindfulness. Personality and Individual Differences, 81, 41–46. doi: 10.1016/j.paid.2014.12.044
  • King, N. J., Mietz, A., Tinney, L., & Ollendick, T. H. (1995). Psychopathology and cognition in adolescents experiencing severe test anxiety. Journal of Clinical Child Psychology, 24, 49–54. doi:10.1207/s15374424jccp2401_6
  • Larson, H., Ramahi, M., Conn, S., Estes, L., & Ghibellini, A. (2010). Reducing test anxiety among third grade students through the implementation of relaxation techniques. Journal of School Counseling, 8, 1–19.
  • LeBeau, R. T., Glenn, D., Liao, B., Wittchen, H., Beesdo-Baum, K., Ollendick, T., & Craske, M. G. (2010). Specific phobia: A review of DSM-IV specific phobia and preliminary recommendations for DSM-V. Depression and Anxiety, 27, 148–167. doi:10.1002/da.20655
  • Lohbeck, A., Nitkowski, D., & Petermann, F. (2016). A control-value theory approach: Relationship between academic self-concept, interest, and test anxiety in elementary school children. Child Youth Care Forum, 45, 887–904. doi: 10.1007/s10566-016-9362-1
  • Lowe, P. A., Grumbein, M. J., & Raad, J. M. (2011). Examination of the psychometric properties of the Test Anxiety Scale for Elementary Students (TAS-E) scores. Journal of Psychoeducational Assessment, 29, 503–514. doi:10.1177/0734282910395894
  • Lowe, P. A., & 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, 231–246.
  • Lowe, P. A., Lee, S. W., Witteborg, K. M., Prichard, K. W., Luhr, M. E., Cullinan, C. M., … 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, 215–230. doi: 10.1177/0734282907303760
  • McDonald, A. S. (2001). The prevalence and effects of test anxiety in school children. Educational Psychology, 21, 89–101. doi: 10.1080/01443410020019867
  • Myers, K., & Winters, N. C. (2002). Ten-year review of rating scales II: Scales for internalizing disorders. Journal of the American Academy of Child & Adolescent Psychiatry. 41, 634–659.
  • Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students. Journal of Applied School Psychology, 21, 99–125. doi: 10.1300/J370v21n01_05
  • Nilsson, S., Buchholz, M., & Thunberg, G. (2012). Assessing children's anxiety using the modified short state-trait anxiety inventory and talking mats: A pilot study. Nursing Research and Practice, 2012, 1–7. doi: 10.1155/2012/932570
  • Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development: Developing motivation and motivating development (pp. 143–164). New York, NY: Elsevier.
  • Segool, N., Carlson, J., Goforth, A., Von der Embse, N., & Barterian, J. (2013). Heightened test anxiety among young children: Elementary school students' anxious responses to high-stakes testing. Psychology in the Schools, 50, 489–499. doi:10.1002/pits.21689
  • Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self-care to caregivers: Effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1, 105–115. doi: 10.1037/1931-3918.1.2.105
  • Shapiro, S. J., Brown, K. W., Thoresen, C., & Plante, T. G. (2011). The moderation of mindfulness-based stress reduction effects by trait mindfulness: Results from a randomized controlled trial. Journal of Clinical Psychology, 67, 267–277. doi: 10.1002/jclp.20761
  • Shapiro, S. L., Oman, D., Thoresen, C. E., Plante, T. G., & Flinders, T. (2008). Cultivating mindfulness: Effects on well-being. Journal of Clinical Psychology, 64, 840–862. doi: 10.1002/jclp.20491
  • Shorey, R. C., Anderson, S., Lookatch, S., Morre, T. M., & Stuart, G. L. (2014). The relation between moment-to-moment mindful attention and anxiety among young adults in substance use treatment. Substance Abuse, 36, 374–379. doi: 10.1080/08897077.2014.935841
  • Spielberger, C. D. (1973). Manual for the state-trait anxiety inventory for children. Palo Alto, CA: Consulting Psychologists Press.
  • Swanson, S., & Howell, C. (1996). Test anxiety in adolescents with learning disabilities and behavior disorders. Exceptional Children, 62, 389–397.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics, 5th edition. Boston, MA: Pearson Education.
  • Tan, L. B. G., & Martin, G. (2012). Mind full or mindful: A report on mindfulness and psychological health in healthy adolescents. International Journal of Adolescence and Youth, 1–11. doi: 10.1080/02673843.2012.709174
  • Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71, 573–582.
  • Van der Vennet, R., & Serice, S. (2012). Can coloring mandalas reduce anxiety? A replication study. Art Therapy, 29, 87–92.
  • Von der Embse, N., Barterian, J., & Segool, N. (2013). Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000-2010. Psychology in the Schools, 50, 57–71. doi: 10.1002/pits.21660
  • Weems, C. F., Scott, B. G., Taylor, L. K., Cannon, M. F., Romano, D. M., Perry, A. M., & Triplett, V. (2010). Test anxiety prevention and intervention programs in schools: Program development and rationale. School Mental Health, 2, 62–71. doi:10.1007/s12310-010-9032-7
  • Weems, C. F., Taylor, L., Costa, N., Marks, A., Romano, D., Verrett, S., & Brown, D. M. (2009). Effect of a school-based test anxiety intervention in ethnic minority youth exposed to Hurricane Katrina. Journal of Applied Developmental Psychology, 30, 218–226.
  • Whitaker Sena, D. J., Lowe, P. A., & Lee, S. W. (2007). Significant predictors of test anxiety among students with and without learning disabilities. Journal of Learning Disabilities, 40, 360–376.
  • Wilkinson, G. S., & Robertson, G. J. (2006). WRAT-4: Wide range achievement test. Bloomington, MN: Pearson
  • Wren, D. G., & Benson, J. (2004). Measuring test anxiety in children: Scale development and internal construct validation. Anxiety, Stress and Coping, 17, 227–240. doi: 10.1080/10615800412331292606
  • Yahav, R., & Cohen, M. (2008). Evaluation of a cognitive-behavioral intervention for adolescents. International Journal of Stress Management, 15, 173–188.
  • Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2015). Mindfulness-based interventions in schools – a systematic review and meta-analysis. Frontiers in Psychology, 5, 603. doi: 10.3389/fpsyg.2014.00603

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.