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The Effectiveness of Daily Mindful Breathing Practices on Test Anxiety of Students
Open accessAbstract
The present study examined the effectiveness of daily mindful breathing practices on test anxiety of university students. A total of 36 participants were randomly assigned to one of three conditions: a training mindful breathing condition (n = 12), a training cognitive reappraisal condition (contrast group, n = 12), and a non-training condition (control group, n = 12). Each of the participants trained by themselves for 6 days after they had taken one session of education for mindful or cognitive reappraisal practices. They wrote their experiences on daily worksheets and sent it by mobile with taking pictures that were confirmed by the researcher. Before and after training, each of the participants completed a questionnaire to assess: test anxiety, positive thought, and positive affect. The results of the study showed that both mindful breathing practice and cognitive reappraisal practice yielded large effect sizes in reducing test anxiety. In addition, the mindful breathing condition scored significantly higher on positive thoughts than the cognitive reappraisal and control conditions. The findings of this study suggest that both daily mindful breathing and cognitive reappraisal practices were effective in reducing test anxiety; however, mindful breathing increased positive automatic thoughts to a greater extent than cognitive reappraisal.
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“Existing evidence suggests that mindfulness-based interventions (MBIs) can mitigate test anxiety among university and college students (Cho et al., 2016; Dundas et al., 2020; Lothes et al., 2023; Priebe & Kurtz-Costes, 2022).”
From Being able to think when caught in the maelstrom - how adolescents used mindfulness when facing exams. (2024) · cites this paper as Cho et al., 2016
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Metadata
- Authors
- Cho, H., Ryu, S., Noh, J., & Lee, J.
- Affiliations
- Yeungnam University (KR)
- Kangwon National University (KR)
- Corresponding author
- Cho, Hyunju
- ORCID
- Cho, Hyunju
- Venue
- PLOS ONE
- Publisher
- Public Library of Science (PLoS)
- Published
- 2016-10-20
- Volume
- 11
- Issue
- 10
- Pages
- e0164822
- ISSN
- 1932-6203 (ISSN-L)
- PMC
- PMC5072593
- OpenAlex
- W2534474122
- Cited by
- 115
- References
- 38
- Citations by year
- 2026: 11 · 2025: 15 · 2024: 17 · 2023: 13 · 2022: 15 · 2021: 11 · 2020: 17 · 2019: 9 · 2018: 3 · 2017: 4
- FWCI
- 7.14
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- PLoS ONE (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Figshare (submittedVersion, cc-by)
- Funders
- Yeungnam University
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Keywords
- mindful breathing, test anxiety, cognitive reappraisal, university students, positive automatic thoughts, positive affect, self-training, mindfulness
- MeSH terms
- Adaptation, Psychological, Adult, Anxiety, Breathing Exercises, Female, Humans, Male, Students, Young Adult, Mindfulness
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