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Research papers on Mindfulness for anxiety

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  5. Mindfulness meditation and foreign language classroom anxiety: Findings from a randomized control trial

    William Justin Morgan, Jonah Katz · 2021 · Foreign Language Annals · 35 citations

    Abstract Many scholars have argued that mindfulness meditation (MM) can be beneficial in academic contexts. Recently, researchers in second language acquisition have found that higher trait mindfulness scores indicate lower foreign language classroom anxiety (FLCA). The present study investigates if mindfulness scores can be increased, if FLCA decreases as a result of a mindfulness intervention, and what opinions language learners have toward MM as a way of alleviating FLCA. Data were collected in a postsecondary learning environment where experimental group participants ( n  = 76) and control group participants (

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  8. Mobile Mindfulness Meditation for Cancer-Related Anxiety and Neuropathy: Protocol for a Randomized Controlled Trial

    Ariel Siritorn Orasud, Mai Uchiyama, Ian Pagano, et al. · 2024 · JMIR Research Protocols · 4 citations

    Background Anxiety- and cancer-related neuropathy are two persistent effects related to treatment for cancer. Mindfulness meditation has been used with substantial impact as a nonpharmacologic intervention to mitigate side and late effects of treatment. Mobile apps are ubiquitous for most of the general population, yet have a particular relevance for cancer survivors, given that physical and geographic limitations can be present. Objective This study aims to describe an ongoing trial of the Mindfulness Coach mobile app for cancer survivors.

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  10. Brief Mindfulness Meditation Based Stress Reduction Programme in Controlling Examination Anxiety of Secondary School Students

    Arjunan, N. K, Joxy Joseph · 2016 · International Journal of Indian Psychology · 2 citations

    The relationship between anxiety and impaired academic performance has been well documented by a number of investigators (Tyron, 1980; Hill & Wigfield, 1984; Topp, 1989; Sud & Sharma, 1990; Zeidner, 1990; Zoller & Ben-chain, 1990). Everyone should feel somewhat anxious before they begin to take a test. Anxiety becomes a problem when it begins to interfere with a student’s ability to think logically or remember facts. Examination anxiety (test-anxiety) is a common and frequently debilitating condition characterized by intense fear of evaluation in performance situations (Jefferys, 1997). It has an early onset (Otto et al., 2001) and regularly precedes other anxiety, mood, and subs

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