Effectiveness of mindfulness-based coloring for university students’ test anxiety

References

• Zenner C, Herrnleben-Kurz S, Walach H. Mindfulness-based interventions in schools-a systematic review and meta-analysis. Front Psychol. 2014;5(603):603.
   PubMedGoogle Scholar
• Kabat-Zinn J. Mindfulness-based interventions in context: Past, present, and future. Clin Psychol-Sci Pr. 2006;10(2):144–156.
   Google Scholar
• Arjunan NK, Joseph J. Brief mindfulness meditation based stress reduction programme in controlling examination anxiety of secondary school students. Int J Indian Psychol. 2016;3(2):95–103.
   Google Scholar
• Carsley D, Heath NL, Fajnerova S. Effectiveness of a classroom mindfulness colouring activity for test anxiety in children. J Appl Sch Psychol. 2015;31(3):239–255.
   Web of Science ®Google Scholar
• Napoli M, Krech PR, Holley LC. Mindfulness training for elementary school students. J Appl Sch Psychol. 2005;21(1):99–125.
   Google Scholar
• Dan O, Raz S. The relationships among ADHD, self-esteem, and test anxiety in young adults. J Atten Disord. 2015;19(3):231–239.
   PubMed Web of Science ®Google Scholar
• Lowe PA, Lee SW. Factor structure of the test anxiety inventory for children and adolescents (TAICA) scores across gender among students in elementary and secondary school settings. J Psychoeduc Assess. 2008;26(3):231–246.
   Web of Science ®Google Scholar
• Whitaker Sena JD, Lowe PA, Lee SW. Significant predictors of test anxiety among students with and without learning disabilities. J Learn Disabil. 2007;40(4):360–376.
   PubMed Web of Science ®Google Scholar
• Lowe PA, Lee SW, Witteborg KM, et al. 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. J Psychoeduc Assess. 2008;26(3):215–230.
   Web of Science ®Google Scholar
• Curry NA, Kasser T. Can coloring mandalas reduce anxiety? Art Ther J Am Art Ther. 2005;22(2):81–85.
   Google Scholar
• Carsley D, Heath NL. Effectiveness of mindfulness-based colouring for test anxiety in adolescents. School Psychol. Int. 2018;39(3):251–272.
   Web of Science ®Google Scholar
• Beckwith P. Mindfulness and mandalas: Alternative therapeutic techniques for AOD adolescents. Capital Univ Undergrad Res J. 2014;n.a:1–5.
   Google Scholar
• Van der Vennet R, Serice S. Can coloring mandalas reduce anxiety? A replication study. Art Ther J Am Art Ther. 2012;29(2):87–92.
   Google Scholar
• Carsley D, Heath NL. Evaluating the effectiveness of a mindfulness coloring activity for test anxiety in children. J Educ Res. 2018:1.
   Web of Science ®Google Scholar
• Mantzios M. Giannou When did coloring books become mindful? Exploring the effectiveness of a novel method of mindfulness-guided instructions for coloring books to increase mindfulness and decrease anxiety. Front Psychol. 2018;9(56).
   Google Scholar
• Dan O, Ilan OB, Kurman J. Attachment, self-esteem and test anxiety in adolescence and early adulthood. Educ Psychol. 2014;34(6):659–673.
   Web of Science ®Google Scholar
• Peleg O. Test anxiety, academic achievement and self-esteem among Arab adolescents with and without learning disabilities. Learn Disability Q. 2009;32(1):11–20.
   Web of Science ®Google Scholar
• Kieffer KM, Cronin C, Gawet DL. Test and study worry and emotionality in the prediction of college students’ reasons for drinking: An exploratory investigation. J Alcohol Drug Educ. 2006;50:57.
   Google Scholar
• Szafranski DD, Barrera TL, Norton PJ. Test Anxiety Inventory: 30 years later. Anxiety Stress Coping. 2012;25(6):667–677.
   PubMed Web of Science ®Google Scholar
• King NJ, Mietz A, Tinney L, Ollendick TH. Psychopathology and cognition in adolescents experiencing severe test anxiety. J Clin Child Psychol. 1995;24(1):49–54.
   Web of Science ®Google Scholar
• LeBeau RT, Glenn D, Liao B, et al. Specific phobia: A review of DSM-IV specific phobia and preliminary recommendations for DSM-V. Depress Anxiety. 2010;27(2):148–167.
   PubMed Web of Science ®Google Scholar
• Eum K, Rice KG. Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety Stress Copin. 2011;24(2):167–178.
   PubMed Web of Science ®Google Scholar
• Segool N, Carlson J, Goforth A, von der Embse N, Barterian J. Heightened test anxiety among young children: Elementary school students’ anxious responses to high-stakes testing. Psychol Schools. 2013;50(5):489–499.
   Web of Science ®Google Scholar
• Hembree R. Correlates, causes, effects, and treatment of test anxiety. Rev Educ Res. 1988;58(1):47–77.
   Web of Science ®Google Scholar
• Chapell MS, Blanding ZB, Silverstein ME, et al. Test anxiety and academic performance in undergraduate and graduate students. J Educ Psychol. 2005;97(2):268–274.
   Web of Science ®Google Scholar
• Tobias S. Anxiety research in educational psychology. J Educ Psychol. 1979;71(5):573–582.
   Web of Science ®Google Scholar
• Ergene T. (2003). Effective interventions on test anxiety reduction: A meta-analysis. School Psychol Int. 2003;24(3):313–328.
   Web of Science ®Google Scholar
• Beidel DC, Turner SM. Comorbidity of test anxiety and other anxiety disorders in children. J Abnorm Child Psychol. 1988;16(3):275–287.
   PubMed Web of Science ®Google Scholar
• Bodas J, Ollendick TH. Test anxiety: A cross-cultural perspective. Clin Child Fam Psychol Rev. 2005;8(1):65–88.
   PubMed Web of Science ®Google Scholar
• McDonald AS. The prevalence and effects of test anxiety in school children. Educ Psychol. 2001;21(1):89–101.
   Google Scholar
• Wren DG, Benson J. Measuring test anxiety in children: Scale development and internal construct validation. Anxiety Stress Copin. 2004;17(3):227–240.
   Web of Science ®Google Scholar
• Von der Emse N, Barterian J, Segool N. Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000-2010. Psychol Schools. 2013;50:57–71.
   Web of Science ®Google Scholar
• Ramirez G, Beilock SL. Writing about testing worries boosts exam performance in the classroom. Science. 2011;331(6014):211–213.
   PubMed Web of Science ®Google Scholar
• Carsley D, Khoury B, Heath NL. Effectiveness of mindfulness interventions for mental health in school: A comprehensive meta-analysis. Mindfulness. 2018;9(3):693–707.
   Web of Science ®Google Scholar
• Cunha M, Paiva MJ. Text anxiety in adolescents: The role of self-criticism and acceptance and mindfulness skills. Span J Psychol. 2012;15(2):533–543.
   PubMed Web of Science ®Google Scholar
• Burke CA. Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. J Child Fam Stud. 2010;19(2):133–144.
   Web of Science ®Google Scholar
• Kiken LG, Garland EL, Bluth K, Palsson OS, Gaylord SA. From a state to a trait: Trajectories of state mindfulness in meditation during intervention predict changes in trait mindfulness. Pers Indiv Differ. 2015;81:41–46.
   PubMed Web of Science ®Google Scholar
• Shapiro SL, Oman D, Thoresen CE, Plante TG, Flinders T. Cultivating mindfulness: Effects on well-being. J Clin Psychol. 2008;64(7):840–862.
   PubMed Web of Science ®Google Scholar
• Abbott KA, Shanahan MJ, Neufeld RWJ. Artistic tasks outperform nonartistic tasks for stress reduction. Art Ther J Am Art Ther. 2013;30(2):71–78.
   Google Scholar
• Barrett CA. Adult coloring books: Patterns for stress relief. Phi Kappa Phi Forum. 2015;95(4):27.
   Google Scholar
• Henderson P, Rosen D, Mascaro N. Empirical study on the healing nature of mandalas. Psychol Aesthet Crea. 2007;1(3):148–154.
   Google Scholar
• Shapiro SL, Brown KW, Thoresen C, Plante TG. (2011). The moderation of mindfulness‐based stress reduction effects by trait mindfulness: Results from a randomized controlled trial. J Clin Psychol. 2011;67(3):267–277.
   PubMed Web of Science ®Google Scholar
• Flett JAM, Lie C, Riordan BC, Thompson LM, Conner TS, Hayne H. Sharpen your pencils: Preliminary evidence that adult coloring reduces depressive symptoms and anxiety. Crea Res J. 2017;29(4):409–416.
   Web of Science ®Google Scholar
• Spielberger CD. State–Trait Anxiety Inventory: A Comprehensive Bibliography. Palo Alto, CA: Consulting Psychologists Press; 1989.
   Google Scholar
• Spielberger CD, Gorsuch RL, Lushene R, Vagg PR, Jacobs GA. Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press; 1983.
   Google Scholar
• Brown KW, Ryan RM. The benefits of being present: Mindfulness and its role in psychological well-being. J Pers Soc Psychol. 2003;84(4):822–848.
   PubMed Web of Science ®Google Scholar
• Greco LA, Baer RA, Smith GT. Assessing mindfulness in children and adolescents: Development and validation of the child and adolescent mindfulness measure (CAMM). Psychol Assess. 2011;23(3):606–614.
   PubMed Web of Science ®Google Scholar
• Preacher KJ, Hayes AF. SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behav Res Methods Instrum Comput. 2004;36(4):717–731.
   PubMedGoogle Scholar
• Roeser RW, Pinela C. Mindfulness and compassion training in adolescence: A developmental contemplative science perspective. New Dir Youth Dev. 2014;2014(142):9–30.
   PubMedGoogle Scholar
• Roeser RW, Zelazo PD. Contemplative science, education and child development: Introduction to the special section. Child Dev Perspect. 2012;6(2):143–145.
   Web of Science ®Google Scholar
• Bamber MD, Kraenzle Schneider J. (2015). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educ Res Rev. 2016;18:1–32.
   Web of Science ®Google Scholar
• Eman S, Dogar IA, Khalid M, Halder N. Gender differences in test anxiety and examination stress. J Pakistan Psychiat Soc. 2012;9(2):85.
   Google Scholar
• Nunez-Pena MI, Suarez-Pellicioni M, Bono R. (2016). Gender differences in test anxiety and their impact on higher education students’ academic achievement. Soc Behav Sci. 2016;228:154–160.
   Google Scholar