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The relationship between cognitive test anxiety and mindfulness among university students

Published online by Cambridge University Press:  13 August 2021

P. Ünal-Aydın ,
M. Sevinç ,
Y. Arslan ,
M. Güçlü  and
O. Aydın
P. Ünal-Aydın
Affiliation:
Psychology, International University of Sarajevo, Faculty of Arts and Social Sciences, Sarajevo, Bosnia and Herzegovina
M. Sevinç
Affiliation:
Psychology, International University of Sarajevo, Faculty of Arts and Social Sciences, Sarajevo, Bosnia and Herzegovina
Y. Arslan
Affiliation:
Psychology, International University of Sarajevo, Faculty of Arts and Social Sciences, Sarajevo, Bosnia and Herzegovina
M. Güçlü*
Affiliation:
Psychology, International University of Sarajevo, Faculty of Arts and Social Sciences, Sarajevo, Bosnia and Herzegovina
O. Aydın
Affiliation:
Psychology, International University of Sarajevo, Faculty of Arts and Social Sciences, Sarajevo, Bosnia and Herzegovina
*
*Corresponding author.

Abstract

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Introduction

Cognitive test anxiety is acknowledged as intense anxiety that prevents the effective use of the previously learned knowledge during the exam and leads to a decrease in success. Mindfulness is indicated as the ability to bring one’s attention to experiences in the present moment in a non-judgmental way. Despite promising outcomes of mindfulness techniques in regulating stress levels, much uncertainty still exists about the specific associations between cognitive test anxiety and mindfulness subcategories.

Objectives

The aim of this study was to investigate the relationship between cognitive test anxiety and subcategories of mindfulness among university students which may help improving current mindfulness interventions that show promising results to tackle cognitive test anxiety.

Methods

One hundred-eighty-two university students were recruited for the study via online forms. Mindfulness was measured with Five Facet Mindfulness (FFMQ-S) and the cognitive test anxiety was assessed with Cognitive Test Anxiety Scale-Revised (CTAR).

Results

Total scores of CTAR-R has an association between subscales of FFMQ; act-aware and non-judge in a positive direction, whereas; observe and describe in a negative direction. In addition, according to our regression model, FFMQ subscales of describing to indicated lower levels of CTAR scores, whereas act aware and non-judge indicated higher levels of CTAR scores.

Conclusions

The findings of the study partially corroborated the previous results by offering inferences about the subcategories of mindfulness. Additionally, these findings suggest that current interventions may target specific subcategories of mindfulness to maximize the positive outcomes of the treatment.

Disclosure

No significant relationships.

Keywords

Cognitivestresstest anxietymindfulness
Type
Abstract
Information
European Psychiatry , Volume 64 , Special Issue S1: Abstracts of the 29th European Congress of Psychiatry , April 2021 , pp. S614
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the European Psychiatric Association
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