1
Corner V. Cerilles-Sagun St., San Francisco, Pagadian City
IMPACT OF MINDFULNESS MEDITATION ON STRESS
LEVELS BEFORE A TEST AMONG STUDENTS
By:
Namuag, Kimverly F.
Simpin, Harvey John S.
Ganaway, Nicole M.
College of Teacher Education, Arts and Sciences
Bachelor of Arts Major in Psychology
Jinky Marie R. Guinea, RPM, RGC, LPT
May 06, 2024
2
Hypothesis
1. If students engage in a brief mindfulness meditation exercise before a test, then their
stress levels will decrease, leading to improved test performance and cognitive
functioning.
3
Review of Related Literature
Effects of Mindfulness Meditation on Stress Reduction
According to Kabat-Zinn (2003), mindfulness may be defined as ‘paying
attention on purpose, in the present moment, and non-judgmentally to the
unfolding of experience moment by moment’. As to Carmody et al. (2008),
mindfulness meditation has been used traditionally for the systematic
development of mindfulness; it essentially involves focusing on the mind at
present paying attention on purpose, in a moment-to-moment, nonjudgmental and
nonreactive way (Mars and Abbey, 2010).
Bamber and Schneider (2016), they explained that mindfulness
meditation, a component of MBSR and MBCT, alone has shown to have positive
benefits from reducing stress and anxiety to improving all well-being. As a
clinical intervention strategy based on Buddhist philosophy, mindfulness
meditation has been applied in diverse groups to enhance well-being and enable
individuals to cope with stress.
Mars and Abbey (2010), also stated that mindfulness meditation may also
boost positive health indicators like spirituality and improve patients' psycho-
emotional stability and focus when they suffer from psychiatric problems.
Furthermore, mindfulness meditation has been shown to reduce
physiological markers of stress among college students. A study by Zeidan et al.
(2010) found that brief mindfulness meditation sessions led to decreased cortisol
levels, a hormone associated with stress, in college students. This suggests that
regular mindfulness practice may have a beneficial impact on the body's
physiological response to stress.
Overall, mindfulness meditation appears to be a promising tool for stress
reduction among college students. By promoting present-moment awareness,
acceptance, and emotional regulation, mindfulness practices can help students
navigate the challenges of college life more effectively and improve their overall
well-being.
Cognitive Functioning
According to a study by Jha, Krompinger, and Baime (2007), mindfulness
meditation exercises have shown promising effects on cognitive functioning. The
practice of mindfulness involves intentionally focusing one's attention on the
present moment without judgment. This heightened state of awareness has been
found to enhance several cognitive processes, including attention, working
memory, and cognitive flexibility. By training individuals to redirect their
attention back to the present moment and let go of distracting thoughts,
4
mindfulness meditation exercises can improve cognitive performance and reduce
cognitive errors.
Moreover, one factor that can impact cognitive functioning is stress.
Chronic stress can impair cognitive flexibility, attentional control, and memory
retrieval, which are essential for academic performance. Research by Lupien et al.
(2009) demonstrated that prolonged exposure to stress hormones can lead to
structural changes in the brain, particularly in regions involved in memory and
executive functions.
In summary, cognitive functioning among college students is influenced
by various factors, especially stress levels. Addressing factors through
interventions such as promoting stress management techniques can contribute to
better cognitive performance and overall well-being in college students.
Test Performance
Test performance among students refers to their ability to demonstrate
knowledge, understanding, and skills on assessments such as exams, quizzes, and
standardized tests. This performance is influenced by various factors including
test anxiety, self-efficacy, motivation, and the format of the test itself.
Test anxiety, as researched by Sarason (1984), can significantly impact
students' performance. High levels of anxiety can lead to decreased concentration,
impaired memory recall, and overall poorer performance on exams.
Self-efficacy, a concept introduced by Bandura (1997), refers to
individuals' beliefs in their own abilities to succeed in specific situations. Students
with higher levels of self-efficacy tend to perform better on tests as they approach
challenges with confidence and persistence.
Motivation, studied extensively by Pintrich and Schunk (2002), also plays
a crucial role in test performance. Students who are intrinsically motivated
(motivated by internal factors such as interest and enjoyment) and have clear
achievement goals often perform better on tests compared to those who lack
motivation or are driven solely by external rewards. Additionally, the format of
the test can influence performance. For example, multiple-choice tests may
require different cognitive processes compared to essay-based assessments, as
highlighted by Roediger and Marsh (2005).
Numerous studies have explored the impact of mindfulness meditation on
test performance. For instance, a study conducted by Tang et al. (2007), found
that engaging in a brief mindfulness breathing meditation before a test led to
improved test scores and reduced test anxiety among students. The practice of
5
mindfulness meditation involves focusing one's attention on the breath, allowing
individuals to cultivate a sense of calmness and present-moment awareness.
REFERENCES:
1. Shearer, A., Hunt, M., Chowdhury, M., & Nicol, L. (2016). Effects of a
brief mindfulness meditation intervention on student stress and heart rate
variability. International Journal of Stress Management.
https://doi.org/10.1037/a0039814
2. Yeoungsuk S. & Ruth L. (2015). Effects of mindfulness-based stress
reduction on depression, anxiety, stress and mindfulness in Korean
nursing students.
https://doi.org/10.1016/j.nedt.2014.06.010
3. Smoski, J. et al. (2011). Effects on Mindfulness on Psychological Health:
A Review of Empirical Studies.
4. Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., & Goolkasian, P.
(2010). Mindfulness meditation improves cognition: Evidence of brief
mental training. Consciousness and Cognition, 19(2), 597–605.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC367890/
5. Lupien, S. J., McEwen, B. S., Gunnar, M. R., & Heim, C. (2009). Effects
of stress throughout the lifespan on the brain, behaviour and cognition.
Nature Reviews Neuroscience, 10(6), 434-445.
6. Sarason, I. G. (1984). Stress, anxiety, and cognitive interference:
Reactions to tests. Journal of Personality and Social Psychology, 46(4),
929–938.
7. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman
and Company.
8. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory,
research, and applications (2nd ed.). Prentice Hall.
9. Roediger, H. L., & Marsh, E. J. (2005). The positive and negative
consequences of multiple-choice testing. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 31(5), 1155–1159.
10. Tang et al., (2007). Short-term Meditation Training improves attention and
self- regulation. Proceedings of the National Academy of Sciences.
