The Use of Mindfulness-Based Interventions in Reducing Test Anxiety Among Students in Nigerian Higher Education
Keywords:
indfulness-based intervention, test anxiety, tertiary institutions, emotional regulationAbstract
Test anxiety remains a significant psychological challenge among students in tertiary institutions, often interfering with academic performance, concentration, and emotional well-being. This study examined the effectiveness of a mindfulness-based intervention in reducing test anxiety among undergraduate students. A quasi-experimental pretest–posttest control group design was employed. Eighty students with moderate to high levels of test anxiety were selected through screening and randomly assigned to an experimental group (n = 40) and a control group (n = 40). The experimental group participated in an eight-week mindfulness-based intervention adapted from the Mindfulness-Based Stress Reduction (MBSR) model, while the control group continued with regular academic activities. Data were collected using the Test Anxiety Inventory and analyzed using descriptive statistics, paired samples t-tests, independent samples t-tests, and analysis of covariance (ANCOVA). Findings revealed a statistically significant reduction in test anxiety among students who participated in the mindfulness program compared to those in the control group (p < 0.05). The intervention demonstrated a large effect size, indicating substantial practical impact. The results suggest that mindfulness-based interventions can effectively enhance emotional regulation and reduce anxiety in evaluative academic settings. The study concludes that integrating structured mindfulness programs into tertiary education may serve as a valuable preventive and supportive strategy for addressing test anxiety and promoting student well-being.
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