Main Article Content
Abstract
This review paper investigates the effects of a mindfulness strategy used to reduce anxiety and improve the academic performance of first-year medical and biomedical science students. By monitoring students' anxiety levels and correlating them with academic achievement, the aim is to determine whether practicing a mindful state positively affects students' ability to regulate stress and improve learning performance. This is an essential issue for first-year medical and biomedical science students who have extensive coursework and examination load to achieve a future career in the health industry. High-stress levels are standard among university students and are often a significant disadvantage when expected to perform academically. It is predicted that students practicing the mindfulness strategy will have reduced levels of anxiety and improved academic results compared to the control group. Participants will complete the State-Trait Anxiety Inventory (STAI), and their academic performance will be monitored throughout the semester. They will then be taught a mindfulness technique and practice it over three weeks. The group will meet once a week to discuss any concerns about the experience. The test group will be compared to a control group, which will continue their normal routine for the semester, along with regular weekly data collection. The test group is expected to have lower anxiety levels and improved academic results compared to the control group, which will show no change.
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References
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- Tatipang, D. P., Manuas, M. J., Wuntu, C. N., Rorintulus, O. A., & Lengkoan, F. (2022). EFL Students' Perceptions of the Effective English Teacher Characteristics. Jurnal Pendidikan Bahasa Inggris Undiksha, 10(1), 23–30. https://doi.org/10.23887/jpbi.v10i1.4
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- Westley, K. E. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 1–215. https://doi.org/10.14507/EPAA.V8N1.2000
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References
Alruwais, N., & Zakariah, M. (2023a). Student-Engagement Detection in Classroom Using Machine Learning Algorithm. Electronics (Switzerland), 12(3). https://doi.org/10.3390/ELECTRONICS12030731
Alruwais, N., & Zakariah, M. (2023b). Student-Engagement Detection in Classroom Using Machine Learning Algorithm. Electronics (Switzerland), 12(3). https://doi.org/10.3390/ELECTRONICS12030731
Badri, R., & Hachicha, N. (2019). Entrepreneurship education and its impact on student's intention to start up: A sample case study of students from two Tunisian universities. International Journal of Management Education, 17(2), 182–190. https://doi.org/10.1016/j.ijme.2019.02.004
Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. https://doi.org/10.1080/01587919.2018.1520041
Çetinkaya, A., & Baykan, Ö. K. (2020a). Prediction of middle school students' programming talent using artificial neural networks. Engineering Science and Technology, an International Journal, 23(6), 1301–1307. https://doi.org/10.1016/j.jestch.2020.07.005
Çetinkaya, A., & Baykan, Ö. K. (2020b). Prediction of middle school students' programming talent using artificial neural networks. Engineering Science and Technology, an International Journal, 23(6), 1301–1307. https://doi.org/10.1016/j.jestch.2020.07.005
Conrad, D. (2022). From the Trenches: Students' Reflections on Their Online Doctoral Programs. Opening the Online Door to Academe, 87–91. https://doi.org/10.1163/9789004521216_008
Dixson, M. D. (2015). Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning Journal, 19(4). https://doi.org/10.24059/OLJ.V19I4.561
Elshami, W., Abuzaid, M., & Abdalla, M. E. (2020). Radiography students' perceptions of Peer assisted learning. Radiography, 26(2), e109–e113. https://doi.org/10.1016/j.radi.2019.12.002
Gallant, M., Majumdar, S., & Varadarajan, D. (2010). Outlook of female students towards entrepreneurship: An analysis of a selection of business students in Dubai. Education, Business and Society: Contemporary Middle Eastern Issues, 3(3), 218–230. https://doi.org/10.1108/17537981011070127
Gallo, A., Olivier, E., Archambault, I., & Morin, A. J. S. (2022). Student-teacher relationship and classroom goal structure profiles: Promoting achievement and preventing externalizing and internalizing behaviors. Learning and Instruction, 82. https://doi.org/10.1016/j.learninstruc.2022.101684
Gonzalez, R., Sørum, H., & Raaen, K. (2022). Emergency Digital Teaching during the COVID-19 Lockdown: Students' Perspectives. Education Sciences, 12(3). https://doi.org/10.3390/educsci12030152
Gyasewaa, F., Tinyogtaa Adama, D., Nanyele, S., Love Obo Amissah, A., & Cimagala Samantha Dieckmann Professor Zakir Aliyev, B. (2023a). Family Factors and Students' Academic Performance of Students in Senior High Schools. Scholars Journal of Science and Technology, 4(4), 72–89. https://doi.org/10.53075/Ijmsirq/454346432
Gyasewaa, F., Tinyogtaa Adama, D., Nanyele, S., Love Obo Amissah, A., & Cimagala Samantha Dieckmann Professor Zakir Aliyev, B. (2023b). Family Factors and Students' Academic Performance of Students in Senior High Schools. Scholars Journal of Science and Technology, 4(4), 72–89. https://doi.org/10.53075/Ijmsirq/454346432
Heng, K. (2014). The Relationships between Student Engagement and the Academic Achievement of First-Year University Students in Cambodia. Asia-Pacific Education Researcher, 23(2), 179–189. https://doi.org/10.1007/S40299-013-0095-8
Hussain, M., Zhu, W., Zhang, W., & Abidi, S. M. R. (2018). Student Engagement Predictions in an e-Learning System and Their Impact on Student Course Assessment Scores. Computational Intelligence and Neuroscience, 2018. https://doi.org/10.1155/2018/6347186
Koppenborg, M., & Klingsieck, K. B. (2022). Group work and student procrastination. Learning and Individual Differences, 94. https://doi.org/10.1016/J.LINDIF.2022.102117
Korobova, N., & Starobin, S. S. (2015). A comparative study of student engagement, satisfaction, and academic success among international and American students. Journal of International Students, 5(1), 72–85. https://doi.org/10.32674/JIS.V5I1.444
Krause, K. L., & Coates, H. (2008). Students' engagement in first-year university. Assessment and Evaluation in Higher Education, 33(5), 493–505. https://doi.org/10.1080/02602930701698892
Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683–706. https://doi.org/10.1353/CSD.0.0099
Lanasa, S. M., Olson, E., & Alleman, N. (2007). The Impact of On-campus Student Growth on First-year Student Engagement and Success. Research in Higher Education, 48(8), 941–966. https://doi.org/10.1007/S11162-007-9056-5
Nygren, T., & Guath, M. (2021). Students Evaluating and Corroborating Digital News. Scandinavian Journal of Educational Research, 1–17.
O'Callaghan, F. V., Neumann, D. L., Jones, L., & Creed, P. A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), 399–415. https://doi.org/10.1007/S10639-015-9451-Z
Oladipupo, O., & Samuel, S. (2024). A Learning Analytic Approach to Modelling Student-Staff Interaction From Students' Perception of Engagement Practices. IEEE Access, 12, 10315–10333. https://doi.org/10.1109/ACCESS.2024.3352440
Overwien, A., Jahnke, L., & Leker, J. (2024). Can entrepreneurship education activities promote students' entrepreneurial intention? International Journal of Management Education, 22(1). https://doi.org/10.1016/j.ijme.2023.100928
Öz, Y., & Boyacı, A. (2021). The Role of Student Engagement in Student Outcomes in Higher Education: Implications from a Developing Country. International Journal of Educational Research, 110, 101880. https://doi.org/10.1016/J.IJER.2021.101880
Razali, S. N. A. M., Rusiman, M. S., Gan, W. S., & Arbin, N. (2018). The Impact of Time Management on Students' Academic Achievement. Journal of Physics: Conference Series, 995(1). https://doi.org/10.1088/1742-6596/995/1/012042
Rickert, N. P., & Skinner, E. A. (2022). Parent and teacher warm involvement and student's academic engagement: The mediating role of self-system processes. British Journal of Educational Psychology, 92(2). https://doi.org/10.1111/bjep.12470
Samuel, N., Onasanya, S. A., & Yusuf, M. O. (2019). Engagement, Learning Styles and Challenges of Learning in the Digital Era among Nigerian Secondary School Students. International Journal of Education and Development Using Information and Communication Technology, 15(4), 35–43.
Santo, L. D., Peña-Jimenez, M., Canzan, F., Saiani, L., & Battistelli, A. (2022). The emotional side of the e-learning among nursing students: The role of the affective correlates on e-learning satisfaction. Nurse Education Today, 110. https://doi.org/10.1016/j.nedt.2022.105268
Siah, C. J. R., Huang, C. M., Poon, Y. S. R., & Koh, S. L. S. (2022). Nursing students' perceptions of online learning and its impact on knowledge level. Nurse Education Today, 112. https://doi.org/10.1016/j.nedt.2022.105327
Souitaris, V., Zerbinati, S., & Al-Laham, A. (2007). Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration, and resources. Journal of Business Venturing, 22(4), 566–591. https://doi.org/10.1016/j.jbusvent.2006.05.002
Tatipang, D. P., Manuas, M. J., Wuntu, C. N., Rorintulus, O. A., & Lengkoan, F. (2022). EFL Students' Perceptions of the Effective English Teacher Characteristics. Jurnal Pendidikan Bahasa Inggris Undiksha, 10(1), 23–30. https://doi.org/10.23887/jpbi.v10i1.4
Terkan, R. (2014). Importance of Creative Advertising and Marketing According to University Students' Perspective. International Review of Management and Marketing, 4(3), 239–246. www.econjournals.com
Westley, K. E. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 1–215. https://doi.org/10.14507/EPAA.V8N1.2000
Yarnell, L. M., & Bohrnstedt, G. W. (2018). Student-Teacher Racial Match and Its Association With Black Student Achievement: An Exploration Using Multilevel Structural Equation Modeling. American Educational Research Journal, 55(2), 287–324. https://doi.org/10.3102/0002831217734804