Reducing STEM Test Anxiety in Sixth-Grade Students through Classroom Mindfulness Training

STEM test anxiety is a specific type of test anxiety that occurs in the context of science, technology, engineering, and mathematics (STEM) disciplines. Test anxiety is generally a psychological state in which students experience intense stress before, during, and/or after an exam due to concerns about poor performance and potential negative consequences.

It must be said that educators today are becoming increasingly creative! Not only have they managed to classify what we used to consider as simply “exam stress” into a specialized definition—STEM test anxiety—but they have also attempted to tackle this issue with mindfulness, a relatively new emotional intelligence practice that has gained traction in the last decade.

Today, let’s explore a thoughtful and innovative study, Reducing STEM Test Anxiety through Classroom Mindfulness Training for Lower Secondary School Children: A Pilot Study, by Duraku et al. (2023) from Kosovo, and examine how this research approaches the problem of test anxiety with both care and creativity.

Key Characteristics of STEM Test Anxiety

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What is Test Anxiety?

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o Test anxiety negatively affects students’ memory, attention, study skills, and concentration.

o Students with higher levels of test anxiety generally perform worse in academics and score lower on standardized tests compared to their peers.

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Prevalence of Test Anxiety

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o Test anxiety is an increasingly serious issue, with approximately 40% of school-aged children experiencing high levels of test anxiety.

o While test anxiety can affect all students, it is particularly prevalent among pre-adolescents and early adolescents.

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STEM Test Anxiety and Gender Differences

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o Test anxiety varies by field of study and gender, with pronounced differences in STEM disciplines.

o Girls tend to have lower self-esteem in science-related fields, leading to higher levels of anxiety. They also score higher on anxiety and lower on self-efficacy in technology-related courses.

o Boys tend to experience higher anxiety during math exams. However, research suggests that this gender difference may be influenced by social and environmental factors (such as societal expectations), which impact students' coping strategies and self-esteem, further intensifying test anxiety in STEM subjects.

o The stereotype that "men perform better in STEM", still prevalent in many countries, including Kosovo, negatively affects women's self-esteem, confidence, and motivation to study, ultimately impacting their academic performance in STEM disciplines.

Research Methodology

This study involved 197 sixth-grade students from four public schools in Prishtina, Kosovo.

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Age Distribution

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o The students were aged 10 to 12 years, with 74.1% aged 11, 6.6% aged 10, and 19.3% aged 12.

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Gender Distribution

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o 107 boys (54.3%)

o 89 girls (45.2%)

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Parental Education Levels

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o 39.6% of students reported that both parents had university degrees.

o 10.2% had a mother with a university degree, but not the father.

o 12.7% had a father with a university degree, but not the mother.

o 32.5% reported that neither parent had a university degree.

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Academic Performance

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o 66.5% of students had an excellent academic performance in the last semester.

o 19.3% had a very good average, 12.7% had a good average, and 0.5% had a sufficient (passing) average.

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Family Income

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o 79.2% of students reported having an average household income.

o 4.5% reported a low income, while 12.7% reported an affluent household income.

Classroom Mindfulness Training

Classroom mindfulness training refers to the integration of mindfulness awareness practices into the school setting. This training aims to cultivate a non-judgmental awareness of thoughts, feelings, and emotions, while also fostering compassion towards one’s own thoughts and actions. It often employs meditation techniques, such as breathing exercises and guided imagery, to help students relax both physically and mentally.

Effects of Mindfulness Training

· Research has shown that mindfulness training effectively reduces anxiety.

· In educational settings, mindfulness interventions can:

o Alleviate psychological distress in students.

o Reduce anxiety and stress-related symptoms.

o Increase student engagement and learning focus.

· Classroom mindfulness training can reduce anxious thoughts, which often interfere with working memory and other cognitive processes.

· It is recommended as an effective strategy for managing test anxiety.

· Mindfulness can enhance memory and learning ability by reducing tension and anxiety, leading to improved well-being and happiness.

· Given the rising levels of test anxiety among school-aged children, mindfulness training provides a low-risk, easily implementable intervention that can be integrated into schools.

Implementation of Mindfulness Training in the Study

· The study tested a five-day mindfulness meditation training program conducted in regular classroom settings with sixth-grade students in Kosovo.

· Training Method:

o Mindfulness exercises were delivered through voice recordings.

o Students practiced mindfulness together in the classroom for five consecutive school days.

o Core training objectives included:

§ Encouraging students to remain calm and focused before exams.

§ Teaching students to recognize and acknowledge test anxiety as a first step toward managing it.

§ Promoting positive self-perception and confidence-building.

§ Using the "breathing space" mindfulness technique to help students regain calmness, clear their thoughts, and boost self-confidence.

§ Utilizing "guided imagery of peaceful and beautiful places" to enhance relaxation.

o The training was facilitated by school counselors and graduate students with expertise in mindfulness and Cognitive Behavioral Therapy (CBT).

Study Results

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Significant Reduction in Test Anxiety

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o Classroom mindfulness meditation training significantly lowered test anxiety levels in STEM disciplines.

o Data analysis showed that test anxiety scores significantly decreased from pre-test (M = 29.46, SD = 10.24) to post-test (M = 26.23, SD = 10.80, p < .001).

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Self-Reported Student Feedback

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o 42.1% of students stated that mindfulness helped them relax and reduce academic anxiety and stress.

o 20.8% specifically mentioned a reduction in anxiety and stress.

o 8.6% reported increased self-esteem.

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Link Between Self-Perception and Anxiety Reduction

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o Students who reported improved self-esteem experienced a significant decrease in test anxiety scores (pre-test: M = 30.8, SD = 10.80; post-test: M = 21.9, SD = 10.79, p < .001).

o Students who found meditation helpful for relaxation and stress reduction also had a significant drop in test anxiety (pre-test: M = 30.4, SD = 10.66; post-test: M = 23.8, SD = 9.83, p = .015).

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Gender Differences

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o The training significantly reduced test anxiety scores in girls (p = .047).

o However, boys did not experience a statistically significant reduction in test anxiety.

o A higher percentage of girls than boys reported that meditation had a positive impact on stress, anxiety, and self-esteem.

Practical Implications

· Schools should prioritize addressing test anxiety and implement mindfulness-based mental health interventions.

· School counselors can educate teachers on the benefits of mindfulness and guide them in implementing mindfulness practices.

· Mindfulness training could be especially beneficial in developing countries, where preventative mental health resources are limited.

This study highlights the positive impact of classroom mindfulness training in reducing STEM test anxiety, particularly among female students, while also enhancing self-confidence and mental well-being.