Graduation Term
6-27-2023
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Department of Psychology
Committee Chair
Eric Wesselmann
Abstract
The current study investigated if a specific disposition, mindfulness, offers an advantage for undergraduate students’ success on statistical exams by decreasing the impact of an academic-related strain, anxiety. Prior research utilizing state mindfulness has found evidence of this performance advantage, but it has yet to be investigated if dispositional mindfulness offers similar results. The current study found that dispositional mindfulness does impact one’s anxiety, but that relation does not offer a performance advantage for those with higher levels of mindfulness in comparison to those with lower levels of the disposition. To improve student success, engaging in mindfulness practices appears more beneficial instead of a student organically holding high levels of mindfulness prior to an exam.
Recommended Citation
Diaz, Mario, "How Do Dispositional Mindfulness and Statistical Anxiety Affect Student Performance on an Exam?" (2023). Theses and Dissertations. 1731.
https://ir.library.illinoisstate.edu/etd/1731
DOI
https://doi.org/10.30707/ETD2023.20231004061827980208.999986
Page Count
55