With rapid development and modernization of today’s society, the resource inequality between rural and urban areas has enlarged, especially regarding adolescents’ mental health education. In order to provide alternative to adolescents with limited resources, this study targets test anxiety as example, aiming to explore the effectiveness of online mindfulness training in alleviating students’ test anxiety through a quasi-experiment. This study recruited youths from 12 to 18 years old and used their pre-test/post-test data on 186 trained participants (Mage = 14.85, 57.5% male) and 217 propensity-score matched controls (Mage = 15.35, 53% male). After careful analysis, the results proved the effectiveness of online mindfulness training in reducing test anxiety and showed that the online training was more beneficial for students with serious interpersonal problems. This study further provided implications for the use of technology in mental health education, promoting the care of psychological well-being in rural areas.
AldrupK.KlusmannU.LüdtkeO. (2020). Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference?. Journal of Educational Psychology, 112(4), 735. https://doi.org/10.1037/edu0000398
2.
AntonsonC.ThorsénF.SundquistJ.SundquistK. (2018). Upper secondary school students’ compliance with two Internet-based self-help programmes: A randomised controlled trial. European Child & Adolescent Psychiatry, 27(2), 191–200. https://doi.org/10.1007/s00787-017-1035-6
3.
BaerR. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125. https://doi.org/10.1093/clipsy/bpg015
4.
BarnesS.BrownK. W.KrusemarkE.CampbellW. K.RoggeR. D. (2007). The role of mindfulness in romantic relationship satisfaction and responses to relationship stress. Journal of Marital and Family Therapy, 33(4), 482–500. https://doi.org/10.1111/j.1752-0606.2007.00033.x
5.
BirnieK.SpecaM.CarlsonL. E. (2010). Exploring self-compassion and empathy in the context of mindfulness-based stress reduction (MBSR). Stress and Health, 26(5), 359–371. https://doi.org/10.1002/smi.1305
6.
BradleyR. T.McCratyR.AtkinsonM.TomasinoD.DaughertyA.ArguellesL. (2010). Emotion self-regulation, psychophysiological coherence, and test anxiety: Results from an experiment using electrophysiological measures. Applied Psychophysiology and Biofeedback, 35, 261–283. https://doi.org/10.1007/s10484-010-9134-x
7.
CassadyJ. C. (2010). Test anxiety: Contemporary theories and implications for learning. In CassadyJ. C. (Ed.), Anxiety in schools: The causes, consequences, and solutions for academic anxieties (Vol. 2, pp. 7–26). Peter Lang.
8.
CassadyJ. C.JohnsonR. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270–295. https://doi.org/10.1006/ceps.2001.1094
9.
CrawleyS. A.CaporinoN. E.BirmaherB.GinsburgG.PiacentiniJ.AlbanoA. M.SherrillJ.SakolskyD.ComptonS. N.RynnM.McCrackenJ.GoschE.KeetonC.MarchJ.WalkupJ. T.KendallP. C. (2014). Somatic complaints in anxious youth. Child Psychiatry & Human Development, 45, 398–407. https://doi.org/10.1007/s10578-013-0410-x
10.
DuanC.LaiM.QinM. (2017). Ershiyi shiji yilai woguo nongcun liushou ertong biandong qushi yanjiu [A study on the trend of left-behind children in rural areas since the 21st century]. Zhongguo qingnian yanjiu, 256(6), 52–60. https://doi.org/10.19633/j.cnki.11-2579/d.2017.06.009
11.
EgbochukuE. O.ObodoB. O. (2005). Effects of systematic desensitisation (SD) therapy on the reduction of test anxiety among adolescents in Nigerian schools. Journal of Instructional Psychology, 32(4), 298–304.
12.
GibbonsR. E.XuX.VillafañeS. M.RakerJ. R. (2018). Testing a reciprocal causation model between anxiety, enjoyment and academic performance in postsecondary organic chemistry. Educational Psychology, 38(6), 838–856. https://doi.org/10.1080/01443410.2018.1447649
13.
GrossmanP.NiemannL.SchmidtS.WalachH. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57(1), 35–43. https://doi.org/10.1016/S0022-3999(03)00573-7
14.
HoferichterF.RaufelderD.EidM. (2014). The mediating role of socio-motivational relationships in the interplay of perceived stress, neuroticism, and test anxiety among adolescent students. Psychology in the Schools, 51(7), 736–752. https://doi.org/10.1002/pits.21778
15.
Kabat-ZinnJ. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy.bpg016
16.
KavanaghB. E.HarveyJ. T.MesagnoC. (2017). Social anxiety mediates the relationship between social connectedness and test anxiety: An exploratory investigation. Journal of Theoretical Social Psychology, 1(2), 60–69. https://doi.org/10.1002/jts5.14
17.
KongBLuH. (2011). Guonei zhongxuesheng kaoshi jiaolv ganyu xiaoguo yuanfenxi [Meta analysis of the intervention effect on test anxiety of middle school students in China]. Shanghai jiaoyu keyan, 8, 59–62. https://doi.org/10.16194/j.cnki.31-1059/g4.2011.08.011
18.
KozlowskiA. (2013). Mindful mating: Exploring the connection between mindfulness and relationship satisfaction. Sexual and Relationship Therapy, 28(1–2), 92–104. https://doi.org/10.1080/14681994.2012.748889
19.
KrolikowskiA. M. (2013). The effectiveness of internet-based mindfulness interventions for physical and mental illnesses: A narrative review. International Journal of Cyber Behavior, Psychology and Learning, 3(4), 84–96. https://doi.org/10.4018/ijcbpl.2013100106
20.
LangJ. W.LangJ. (2010). Priming competence diminishes the link between cognitive test anxiety and test performance: Implications for the interpretation of test scores. Psychological Science, 21(6), 811–819. https://doi.org/10.1177/0956797610369492
21.
LaurenceJ. (2019). Youth engagement, positive interethnic contact, and ‘associational bridges’: A quasi-experimental investigation of a UK national youth engagement scheme. Journal of Youth and Adolescence, 48(7), 1264–1280. https://doi.org/10.1007/s10964-019-01042-x
22.
LiA. C.WongK. K.ChioF. H.MakW. W.PoonL. W. (2022). Delivering mindfulness-based interventions for insomnia, pain, and dysfunctional eating through a text messaging app: Three randomized controlled trials investigating the effectiveness and mediating mechanisms. Journal of Medical Internet Research, 24(5), e30073. https://doi.org/10.2196/30073
23.
LoweP. A.LeeS. W.WitteborgK. M.PrichardK. W.LuhrM. E.CullinanC. M.MildrenB. A.RaadJ. M.CorneliusR. A.JanikM. (2008). The Test Anxiety Inventory for Children and Adolescents (TAICA) examination of the psychometric properties of a new multidimensional measure of test anxiety among elementary and secondary school students. Journal of Psychoeducational Assessment, 26(3), 215–230. https://doi.org/10.1177/0734282907303760
24.
MakW. W.ChioF. H.ChanA. T.LuiW. W.WuE. K. (2017). The efficacy of internet-based mindfulness training and cognitive-behavioral training with telephone support in the enhancement of mental health among college students and young working adults: Randomized controlled trial. Journal of Medical Internet Research, 19(3), e84. https://doi.org/10.2196/jmir.6737
25.
ManX.CaoH. (2020). Prevalence and protective factors of psychological distress among left-behind children in rural China: A study based on national data. Journal of Child and Family Studies, 29, 1274–1283. https://doi.org/10.1007/s10826-020-01703-7
26.
MendelsonT.WebbL.ArtolaA.MolinaroM.SibingaE. (2023). An online mindfulness program for teachers: A feasibility study of the destress Monday at school program. Mindfulness, 14(6), 1419–1434. https://doi.org/10.1007/s12671-023-02142-3
27.
NooneC.BuntingB.HoganM. J. (2016). Does mindfulness enhance critical thinking? Evidence for the mediating effects of executive functioning in the relationship between mindfulness and critical thinking. Frontiers in Psychology, 6, 2043. https://doi.org/10.3389/fpsyg.2015.02043
28.
PengW. (2022). Xiangcun zhenxing Beijing xia nongcun xinli jiankang jiaoyu de wenti ji jianyi [The issues and suggestions on rural mental health education under the background of rural revitalization]. Hunan Jiaoyu, 5, 31–33.
29.
PorcelliS. E.KochM. K.MendleJ. (2023). Impulsivity and adolescent relationships: Negative urgency predicts interpersonal problems in youth. Journal of Applied Developmental Psychology, 88, 101584.
30.
RickwoodD. J.MazzerK. R.TelfordN. R. (2015). Social influences on seeking help from mental health services, in-person and online, during adolescence and young adulthood. BMC Psychiatry, 15(1), 1–9. https://doi.org/10.1186/s12888-015-0429-6
31.
RoemerL.OrsilloS. M. (2002). Expanding our conceptualization of and treatment for generalized anxiety disorder: Integrating mindfulness/acceptance-based approaches with existing cognitive-behavioral models. Clinical Psychology: Science and Practice, 9(1), 54. https://doi.org/10.1093/clipsy.9.1.54
32.
RussellD. W. (1996). UCLA Loneliness Scale (Version 3): Reliability, validity, and factor structure. Journal of Personality Assessment, 66(1), 20–40. https://doi.org/10.1207/s15327752jpa6601_2
33.
SarasonI. G. (1978). The test anxiety scale: Concept and research. Stress and anxiety, 5, 193–216.
34.
SempleR. J.ReidE. F.MillerL. (2005). Treating anxiety with mindfulness: An open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy, 19(4), 379–392. https://doi.org/10.1891/jcop.2005.19.4.379
35.
SteinmayrR.CredeJ.McElvanyN.WirthweinL. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in Psychology, 6, 1994. https://doi.org/10.3389/fpsyg.2015.01994
36.
TangW.WangG.HuT.DaiQ.XuJ.YangY.XuJ. (2018). Mental health and psychosocial problems among Chinese left-behind children: A cross-sectional comparative study. Journal of Affective Disorders, 241, 133–141. https://doi.org/10.1016/j.jad.2018.08.017
37.
ThomasC. L.CassadyJ. C.HellerM. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55, 40–-48. https://doi.org/10.1016/j.lindif.2017.03.001
38.
Von der EmbseN.BarterianJ.SegoolN. (2013). Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000–2010. Psychology in the Schools, 50(1), 57–71. https://doi.org/10.1002/pits.21660
39.
WangC. (2001). Reliability and validity of test anxiety scale-Chinese version. Chinese Mental Health Journal, 15(2), 96–97.
40.
WangD. (1995). Gudu liangbiao de xindu yu xiaodu yanjiu [Reliability and validity of Russell loneliness scale]. Zhongguo linchuang xinlixue zazhi, 3(1), 23–25.
41.
WuW.QuG.WangL.TangX.SunY. H. (2019). Meta-analysis of the mental health status of left-behind children in China. Journal of Paediatrics and Child Health, 55(3), 260–270. https://doi.org/10.1111/jpc.14349
42.
YahavR.CohenM. (2008). Evaluation of a cognitive-behavioral intervention for adolescents. International Journal of Stress Management, 15(2), 173. https://doi.org/10.1037/1072-5245.15.2.173
43.
YangY. X. (2017). Test anxiety analysis of Chinese college students in computer-based spoken English test. Educational Technology & Society, 20(2), 63–73. https://doi.org/10.30191/ETS.201704_20(2).0006
44.
ZeidnerM. (1990). Does test anxiety bias scholastic aptitude test performance by gender and sociocultural group?Journal of Personality Assessment, 55(1–2), 145–160. https://doi.org/10.1080/00223891.1990.9674054
45.
ZhangD.DuP.ChenY. (2019). Can designed financial systems drive out highly polluting firms? An evaluation of an experimental economic policy. Finance Research Letters, 31, 218–224. https://doi.org/10.1016/j.frl.2019.08.032
46.
ZhangH.ZhangA.LiuC.XiaoJ.WangK. (2021). A brief online mindfulness-based group intervention for psychological distress among Chinese residents during COVID-19: A pilot randomized controlled trial. Mindfulness, 12, 1502–1512. https://doi.org/10.1007/s12671-021-01618-4
47.
ZhouX.GuoJ.LuG.ChenC.XieZ.LiuJ.ZhangC. (2020). Effects of mindfulness-based stress reduction on anxiety symptoms in young people: A systematic review and meta-analysis. Psychiatry Research, 289, 113002. https://doi.org/10.1016/j.psychres.2020.113002
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
