چکیده مقاله
This study investigated the longitudinal impact of mindfulness based interventions on academic motivation and test anxiety among elementary school students over the course of an academic year Employing a mixed methods approach, quantitative measures of academic motivation and test anxiety were complemented by qualitative reflections from students and teachers to capture the lived experiences of participants A cohort of 120 students engaged in brief, daily mindfulness exercises embedded within classroom routines, with pre , mid , and post intervention assessments conducted throughout the year Findings revealed a progressive reduction in test anxiety and a significant enhancement of intrinsic academic motivation, particularly among students who initially exhibited high levels of anxiety or low self regulation skills Thematic analysis of student reflections highlighted key processes underpinning these changes, including increased emotional awareness, improved self regulation, the cultivation of attention and focus, and a growing sense of self efficacy in academic tasks Teachers reported observable improvements in classroom engagement, cooperative learning, and adaptive coping strategies during testing periods Importantly, the study also identified contextual factors influencing the effectiveness of mindfulness practice, such as consistency of implementation, teacher support, and peer encouragement These results underscore the potential of sustained, school based mindfulness programs to foster both emotional well being and academic motivation, offering practical implications for educators, school psychologists, and counselors seeking to support children’s holistic development
کلیدواژهها
نویسندگان
Erfan Ebrahimi
School Teacher, Khoy County Department of Education, West Azerbaijan Province, Iran
Arash Rezaei
Primary School Teacher, Khoy County Department of Education, West Azerbaijan Province, Iran
Amirhossein Jafari
Teacher and Researcher, Department of Education, Khoy County, West Azerbaijan Province, Iran
شیوه ارجاع
Ebrahimi, Erfan and Rezaei, Arash and Jafari, Amirhossein,1404,Longitudinal Effects of Mindfulness Training on Academic Motivation and Test Anxiety Across the School Year,24th International Conference on Psychology,Counseling,and Educational Sciences.
ارائهشده در
مجموعه مقالات بیست و چهارمین کنفرانس بین المللی روانشناسی، مشاوره و علوم تربیتی30 آبان 1404