I can math!”: reducing math anxiety and increasing math self-efficacy using a mindfulness and growth mindset-based intervention in first-year students
Abstract
Math anxiety is a debilitating problem that affects many community college students. Neuropsychological research suggests that negative rumination when anticipating math situations substantially exhausts working memory load, contributes to execution anxiety, which interferes with learning and performance. Studies have shown that improving the psychological experience in the classroom could have a positive impact on students’ academic achievement. However, there is little to no research employing interventions designed to specifically address anticipation and execution math anxiety in community college students. The current research investigated the effect of embedding a combined mindfulness and growth mindset intervention within a required first-year, two-semester developmental statistics course. Results from this mixed methods pilot study indicate that this new combined approach not only reduced math anxiety, but had also increased math self-efficacy in a sample of college students. Replication of the research is warranted in order to substantiate the preliminary results.
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The relationship between mindfulness and mathematics achievement was partially mediated through MTA and mathematics self-efficacy.
“The relationship between mindfulness and mathematics achievement was partially mediated through MTA and mathematics self-efficacy.”
From The influences of mindfulness on high-stakes mathematics test achievement of middle school students (2023) · cites this paper as Samuel and Warner (2021)
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References 65 · Cited by 159
- Authors
- Samuel, T. S., & Warner, J.
- Affiliations
- City University of New York (US)
- Corresponding author
- Samuel, Tashana S.
- Venue
- Community College Journal of Research and Practice
- Publisher
- Informa UK Limited
- Published
- 2019-09-19
- Volume
- 45
- Issue
- 3
- Pages
- 205-222
- ISSN
- 1066-8926 (ISSN-L)
- 1521-0413
- OpenAlex
- W2974410312
- Cited by
- 159
- References
- 65
- Citations by year
- 2026: 22 · 2025: 32 · 2024: 26 · 2023: 31 · 2022: 31 · 2021: 14 · 2020: 2
- FWCI
- 13.80
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Community College Journal of Research and Practice (publishedVersion)
- Funders
- PSC CUNY Award (61072-00 49)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Mathematics › Statistics and Probability › Statistics Education and Methodologies
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- mathematics anxiety, mathematics self-efficacy, mindfulness-based interventions, growth mindset, community college students, first-year students, rumination, working memory
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