Running head: MINDFULNESS AND MATH ANXIETY 1 The Effect of Mindfulness Practice on Math Anxiety Sean M. Shiverick University of Wisconsin-Platteville Author Note. This is a final report for 2012 SAIF Research project entitled: ‘A Brief Mindfulness Intervention to Reduce Stress in College Students and Improve Academic Performance.’ The Institutional Review Board (IRB) protocol for the longitudinal is included separately. This research was presented at the 2013 meeting of the Association for Psychological Science (APS) in Washington, DC. Address correspondence to: Sean M. Shiverick, Department of Psychology, University of Wisconsin-Platteville, Platteville, WI 53818. [email protected] / 608.341.1693
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The Effect of Mindfulness Practice on Math Anxiety AND MATH ANXIETY 3 The Effect of Mindfulness Practice on Math Anxiety The transition to college can be stressful and many students
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Running head: MINDFULNESS AND MATH ANXIETY 1
The Effect of Mindfulness Practice on Math Anxiety
Sean M. Shiverick
University of Wisconsin-Platteville
Author Note. This is a final report for 2012 SAIF Research project entitled: ‘A Brief Mindfulness
Intervention to Reduce Stress in College Students and Improve Academic Performance.’
The Institutional Review Board (IRB) protocol for the longitudinal is included separately. This
research was presented at the 2013 meeting of the Association for Psychological Science (APS)
in Washington, DC.
Address correspondence to: Sean M. Shiverick, Department of Psychology, University of
Wisconsin-Platteville, Platteville, WI 53818. [email protected] / 608.341.1693
MINFULNESS AND MATH ANXIETY
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Abstract
Mindfulness meditation is a non-judgmental awareness of experiences in the present moment
(Kabat-Zinn, 2012). This research examined the effect of mindfulness practice on math anxiety.
The experimenter met weekly with N=7 undergraduates and led them in guided meditations on
breathing, body sensations, thoughts and emotions; students were encouraged to practice
mindfulness daily for 15 minutes. Participants completed a questionnaire at baseline and after 4
weeks. The results showed positive correlations between emotion-regulation, mindfulness
presence, acceptance, and psychological well-being. Emotion-regulation was negatively related
to math anxiety. Cognitive reappraisal was a significant predictor of mindfulness acceptance, and
mindful acceptance significantly predicted well-being. There was a significant decrease on one
measure of math anxiety (A-MARS) and marginally significant for another measure (MARS)
following four weeks of mindfulness practice. There were also positive increases in emotion
regulation, mindful presence, acceptance, and well-being, and a reduction in negative affect.
Relations between mindfulness, math anxiety, and academic achievement are discussed.
MINFULNESS AND MATH ANXIETY
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The Effect of Mindfulness Practice on Math Anxiety
The transition to college can be stressful and many students experience anxiety that can
impair their academic performance. By helping students to learn more effective strategies of
emotion regulation, psychologists and educators can help them to manage their anxiety and
improve classroom performance. Researchers have examined methods for reducing math anxiety
(Ramirez & Beilock, 2011). Although past work has shown that meditation can reduce stress and
Reappraisal Scale of Emotion Regulation Questionnaire, 4Freiberg Mindfulness Inventory,
5Scale from Positive and Negative Affect Scale. *p < .05, *p < .001.
MINFULNESS AND MATH ANXIETY
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Figure 1. Change in state anxiety (STA) according to math anxiety (MA) and trait mindfulness.
University of Wisconsin-Platteville IRB HUMAN PARTICIPANTS RESEARCH REVIEW PROTOCOL: STANDARD FORM
This protocol is to be submitted to and approved in writing by the IRB prior to the initiation of any investigation involving human participants, data, or material. Approval is valid for one year unless otherwise noted. Indicate Requested Review Level: Expedited Full Board
See Section III, pages 9-11, of the IRB Manual for instructions to determine the appropriate review level. Be aware that the IRB may require a level of review different from your request.
Principal Investigator(s)
Name(s): Rank/Title(s):
Department/Program(s): Email:
Sponsor(s) (if PI is a student)
Name(s): Rank/Title(s):
Department/Program: Email:
Project Title: Start Date for Data Collection: End Date for Data Collection: Is federal or other extramural funding being sought? Yes No Name of potential supporting agency:
Assurance of Departmental/Program Review:
If a departmental/program HSR exists, the signature of the HSR Chair assures the IRB that the protocol has been approved and a copy is on file in the department. If no HSR exists, the signature of the Department Chair assures the IRB that s/he has been informed of the project and a copy is on file in the department.
Signature/Date: _____________________________________________________________ Indicate Title: HSR Chair Department Chair
Assurance to IRB: I/we have read the UW-Platteville IRB Manual of Policies and Procedures for Research Involving Human Participants and will comply with the informed consent requirement and conditions. Further, I/we will inform the IRB if significant changes are made in the proposed study. Signature of PI(s)/Date: _________________________________________________________________ Signature of Sponsor(s)/Date: ___________________________________________________________
Phone:
Phone:
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PART I: DESCRIPTION OF STUDY Note: For detailed instructions on completing Parts I and II, refer to pages 20-23 of the IRB Manual. A. RESEARCH QUESTION: (Include appropriate citations)
B. HYPOTHESIS (ES):
C. PARTICIPANT SELECTION:
1. Number of participants:
2. Human participant pool:
a. Relevant features of the participants you will be using:
b. Relevant affiliations of your participants:
3. If participants are from a legally restricted group:
a. Explain the necessity of using these particular groups:
2.
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b. Describe any special arrangements to protect their safety, rights and well-being:
D. PROCEDURES:
1. Recruitment procedures and material inducements for participation:
2. Location of study (data collection):
3. Personnel and relevant affiliations:
4. Information to be gathered and means for collecting and recording data (include citations, if applicable; attach all materials):
5. Step-by-step description of procedure(s):
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6. Proposed design and statistical analysis:
E. REFERENCES: (for above citations)
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PART II: HUMAN PARTICIPANT PROTECTION A. POTENTIAL RISKS YOU CAN ANTICIPATE FOR PARTICIPANTS:
1. Describe immediate risks, long-term risks, and rationale for the necessity of such risks, alternatives that were or will be considered, and why alternatives may not be feasible.
2. Describe any potential legal, financial, social, or personal effects on participants of unintentional data disclosure.
B. SAFEGUARDING PARTICIPANTS’ IDENTITY:
1. Where might you present or publish your findings? Will any formal papers or reports result from your project and with whom will they be shared?
2. What precautions will be taken to safeguard identifiable records of individuals and/or groups? How will confidentiality of data be protected?
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C. EXPECTED BENEFITS FOR PARTICIPANTS (IF ANY) AND/OR SOCIETY:
1. Clarify the potential for new knowledge resulting from this study as well as any benefits directly to the participants.
2. Summarize the content of your debriefing.
D. DECEPTION USED IN GATHERING DATA:
Justify the use of any deception in the project. If participants are provided with any untruthful or misleading information, provide a detailed written description of the debriefing.
E. INFORMED CONSENT:
Submit a copy of all materials used in the recruitment and selection of participants. Either submit a copy of the (signed or unsigned) consent form or, if you believe informed consent
should be waived for your project, write a justification for your recommendation based on the criteria detailed in Section VII, page 15, of the IRB Manual.