Effectiveness of a Classroom Mindfulness Coloring Activity for Test Anxiety in Children
Open accessAbstract
To evaluate the effectiveness of mindfulness-based structured versus unstructured coloring on test anxiety, 52 participants (53.8% female; Mage = 10.92 years, SD =.82) were randomly assigned to either a structured mandala (n = 26) or free coloring condition (n = 26), and completed a standardized anxiety measure to assess anxiety before and after coloring, immediately before a spelling test. Results revealed an overall decrease in anxiety for both groups. However, a significant gender by group interaction demonstrated that while both genders experienced anxiety reduction in the mandala condition, males reported a greater anxiety reduction in the free coloring condition while females only benefited from the mandala condition. Possible explanations for these gender effects are explored and future directions discussed.
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In child and adolescent population, MBIs have been related to symptom reduction and increased wellbeing.
“In child and adolescent population, MBIs have been related to symptom reduction, increased wellbeing [1,10,14,15,31,32,33,34,35,36]”
From Systematic Review of Mindfulness-Based Interventions in Child-Adolescent Population: A Developmental Perspective (2022) · cites this paper as [31]
The Results and Discussion (pages unavailable) report reduced test anxiety after a mindfulness-based coloring activity in elementary-school children, although mandala coloring did not outperform free coloring overall. This supports the symptom-reduction part in a narrower setting; the study does not establish increased wellbeing or outcomes in adolescents. (LLM, conf=0.86)
Experimental — accuracy not yet measuredOne small trial in elementary children found face-to-face mandala drawing no better than free drawing for test anxiety.
“However, a small study conducted with elementary school children suggested that in-person mandala drawing was no more effective than free drawing (non-mindful) in reducing test anxiety [3].”
From Online art therapy in elementary schools during COVID-19: results from a randomized cluster pilot and feasibility study and impact on mental health (2021) · cites this paper as [3]
Mindful art making combines the bodily and creative sides of art with a deliberate focus on the present as it unfolds.
“As such, mindful art making is defined as a practice in which both the physical and creative processes of art are included, along with a specific intent to concentrate on the unfolding of the present moment [3].”
From Online art therapy in elementary schools during COVID-19: results from a randomized cluster pilot and feasibility study and impact on mental health (2021) · cites this paper as [3]
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References 32 · Cited by 91
Research works printed but not linked: 7
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- Authors
- Carsley, D., Heath, N. L., & Fajnerova, S.
- Affiliations
- McGill University (CA)
- Corresponding author
- Carsley, Dana
- Venue
- Journal of Applied School Psychology
- Publisher
- Informa UK Limited
- Published
- 2015-07-03
- Volume
- 31
- Issue
- 3
- Pages
- 239-255
- ISSN
- 0739-9820 (ISSN-L)
- 1537-7903
- 1537-7911
- OpenAlex
- W2111975948
- Cited by
- 91
- References
- 32
- Citations by year
- 2026: 5 · 2025: 8 · 2024: 4 · 2023: 11 · 2022: 6 · 2021: 10 · 2020: 11 · 2019: 11 · 2018: 14 · 2017: 8 · 2016: 2 · 2015: 1
- FWCI
- 10.35
- Type
- journal article
- Language
- en
- Open access
- Locations
- Journal of Applied School Psychology (publishedVersion)
- eScholarship@McGill (McGill) (submittedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Arts and Humanities › Conservation › Art Therapy and Mental Health
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- mindfulness, coloration, mandala coloring, test anxiety, children, gender differences, anxiety reduction, spelling tests
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