Mindfulness Training to Lower Anxiety in New College Students
DOI:
https://doi.org/10.23887/ijerr.v6i2.60195Keywords:
Anxiety, Mindfulness, New College StudentsAbstract
Anxiety is normal for every human being so that it is expected that every individual has the ability of mindfulness to reduce the anxiety that will be faced. Importance of mindfulness to reduce anxiety in college students. This study aims to analyze the effectiveness of the influence of mindfulness to reduce anxiety in new students. The research design used was a pretest-posttest test control group design. The research subjects were 26 new college students who were divided into 2 groups, namely 13 students in the experimental group and 13 students in the control group. The results of the analysis used the Wilcoxson test which compared the work readiness scores in the experimental group between before and after the training. The result showed a value of Z = -3.185, p = 0.000 (p <0.05) meaning that there was a difference in anxiety scores before and after being given the mindfulness training treatment, so there was a decrease in the level of significant anxiety after being given mindfulness training treatment. The results of the analysis using the results of the Mann-Whitney U Test obtained statistical results (Z) = -3.619 with a significance value (2-tailed) = 0.000 (p <0.05), meaning that there was a difference in the level of anxiety between the experimental group that was given treatment in the form of mindfulness training and the control group that was not given treatment in the form of mindfulness training.
References
Agnes, P. A., & Mathew, O. O. (2019). Does Math-Anxiety Affect Senior School Students’ Mathematics Performance? Evidence from Ekiti State, Nigeria. Journal of Mathematics Education, 4(2), 43–51. https://doi.org/10.31327/jomedu.v4i2.895.
Amam, A., Darhim, D., Fatimah, S., & Noto, M. S. (2019). Math anxiety performance of the 8th grade students of junior high school. Journal of Physics: Conference Series, 1157(4). https://doi.org/10.1088/1742-6596/1157/4/042099.
Anggraini, R., Adha, I., & Sofiarini, A. (2021). Penerapan Media Pembelajaran Bianglala pada Pembelajaran Matematika Kelas III SD Negeri 4 Srikaton. LJESE: Linggau Journal Of Elementary School Education, 1(2). http://jurnal.lp3mkil.or.id/index.php/ljese/article/download/128/112.
Arslan, G., Yıldırım, M., & Zangeneh, M. (2022). Coronavirus Anxiety and Psychological Adjustment in College Students: Exploring the Role of College Belongingness and Social Media Addiction. International Journal of Mental Health and Addiction, 20(3). https://doi.org/10.1007/s11469-020-00460-4.
Baltaci, Ö., & Hamarta, E. (2013). Analyzing the relationship between social anxiety, social support and problem solving approach of university students. Egitim ve Bilim, 38(167). https://www.tandfonline.com/doi/abs/10.1080/14330237.2021.1959906.
Bauer, C. C. C., Rozenkrantz, L., Caballero, C., Nieto-Castanon, A., Scherer, E., West, M. R., Mrazek, M., Phillips, D. T., Gabrieli, J. D. E., & Whitfield-Gabrieli, S. (2020). Mindfulness training preserves sustained attention and resting state anticorrelation between default-mode network and dorsolateral prefrontal cortex: A randomized controlled trial. Human Brain Mapping, 41(18). https://doi.org/10.1002/hbm.25197.
Berry, D. R., Hoerr, J. P., Cesko, S., Alayoubi, A., Carpio, K., Zirzow, H., Walters, W., Scram, G., Rodriguez, K., & Beaver, V. (2020). Does Mindfulness Training Without Explicit Ethics-Based Instruction Promote Prosocial Behaviors? A Meta-Analysis. Personality and Social Psychology Bulletin, 46(8). https://doi.org/10.1177/0146167219900418.
Brewer, J. A., Elwafi, H. M., & Davis, J. H. (2013). Craving to quit: Psychological models and neurobiological mechanisms of mindfulness training as treatment for addictions. Psychology of Addictive Behaviors, 27(2). https://doi.org/10.1037/a0028490.
Cheong, Y., Gauvain, M., & Palbusa, J. A. (2021). Communication with friends and the academic adjustment of first-and non-first-generation students in the first year of college. Journal of College Student Retention: Research, Theory & Practice, 23(2), 393–409. https://doi.org/10.1177/1521025119834252.
Cho, H. J., Levesque-Bristol, C., & Yough, M. (2021). International students’ self-determined motivation, beliefs about classroom assessment, learning strategies, and academic adjustment in higher education. Higher Education, 81, 1215–1235. https://doi.org/10.1007/s10734-020-00608-0.
Collins, A. (2020). Implementation of a mindfulness activity for nursing students with test anxiety. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 81, p. 9). https://www.sciencedirect.com/science/article/pii/S002965542100004X.
Diferiansyah, O., Septa, T., & Lisiswanti, R. (2016). Gangguan cemas menyeluruh rumah sakit jiwa provinsi Lampung. Jurnal Medula Unila, 5(2). http://repository.uki.ac.id/id/eprint/11295.
Dvořáková, K., Kishida, M., Li, J., Elavsky, S., Broderick, P. C., Agrusti, M. R., & Greenberg, M. T. (2017). Promoting healthy transition to college through mindfulness training with first-year college students: Pilot randomized controlled trial. Journal of American College Health, 65(4). https://doi.org/10.1080/07448481.2017.1278605.
Dyah, A. S. P., & Fourianalistyawati, E. (2020). Peran trait mindfulness terhadap kesejahteraan psikologis pada lansia. Jurnal Psikologi Ulayat, 5(1). https://doi.org/10.24854/jpu74.
Eby, L. T., Allen, T. D., Conley, K. M., Williamson, R. L., Henderson, T. G., & Mancini, V. S. (2019). Mindfulness-based training interventions for employees: A qualitative review of the literature. Human Resource Management Review, 29(2). https://doi.org/10.1016/j.hrmr.2017.03.004.
Greenberg, J., Romero, V. L., Elkin-Frankston, S., Bezdek, M. A., Schumacher, E. H., & Lazar, S. W. (2019). Reduced interference in working memory following mindfulness training is associated with increases in hippocampal volume. Brain Imaging and Behavior, 13(2). https://doi.org/10.1007/s11682-018-9858-4.
Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective and Behavioral Neuroscience, 7(2). https://doi.org/10.3758/CABN.7.2.109.
Johnson, K. R., & Park, S. (2020). Mindfulness training for tourism and hospitality frontline employees. Industrial and Commercial Training, 52(3). https://doi.org/10.1108/ICT-10-2019-0095.
Johnson, K. R., Park, S., & Chaudhuri, S. (2020). Mindfulness training in the workplace: exploring its scope and outcomes. European Journal of Training and Development, 44, 4–5. https://doi.org/10.1108/EJTD-09-2019-0156.
Karagöz, S. (2021). Evaluation of Distance Education : The Sample of Guidance and Counseling Students. The Universal Academic Research Journal Evaluation, 3(1), 18–25. https://dergipark.org.tr/en/pub/tuara/issue/62346/919126.
Kartika, D. (2020). Faktor–Faktor Kecemasan Akademik Selama Pembelajaran Daring pada Siswa SMA di Kabupaten Sarolangun. Jurnal Pendidikan Tambusai, 4(3). http://download.garuda.kemdikbud.go.id/article.php?article=2047101&val=13365&title=Faktor Faktor Kecemasan Akademik Selama Pembelajaran Daring Pada Siswa SMA di Kabupaten Sarolangun.
Leffler, E., Appeddu, L., Lajaunie, A., Lockyear, N., Burgess, G., & Burgess, M. (2016). The acute impact of relaxation techniques on student psychological and physiological health. MD United States. Conference Start: 20160304. Conference End: 20160307. Conference Publication, 56(3). https://doi.org/10.1016/j.japh.2016.03.014.
Li, Y., Liu, F., Zhang, Q., Liu, X., & Wei, P. (2018). The effect of mindfulness training on proactive and reactive cognitive control. Frontiers in Psychology, 9(JUN). https://doi.org/10.3389/fpsyg.2018.01002.
Moore, S., Barbour, R., Ngo, H., Sinclair, C., Chambers, R., Auret, K., Hassed, C., & Playford, D. (2020). Determining the feasibility and effectiveness of brief online mindfulness training for rural medical students: A pilot study. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02015-6.
Morrison, A. B., Goolsarran, M., Rogers, S. L., & Jha, A. P. (2014). Taming a wandering attention: Short-form mindfulness training in student cohorts. Frontiers in Human Neuroscience, 7(JAN). https://doi.org/10.3389/fnhum.2013.00897.
Mukholil, M. (2018). Kecemasan Dalam Proses Belajar. Eksponen, 8(1). https://doi.org/10.47637/eksponen.v8i1.135.
Novitria, F., & Khoirunnisa, R. N. (2022). Perbedaan Kecemasan Akademik Pada Mahasiswa Baru Jurusan Psikologi Ditinjau dari Jenis Kelamin. Character: Jurnal Penelitian Psikologi, 9(1), 11–20. https://ejournal.unesa.ac.id/index.php/character/article/view/44550.
Oetomo, P. F., Yuwanto, L., & Rahaju, S. (2019). Faktor Penentu Penyesuaian Diri pada Mahasiswa Baru Emerging Adulthood Tahun Pertama dan Tahun Kedua. Jurnal Ilmiah Psikologi MIND SET, 8(02). https://doi.org/10.35814/mindset.v8i02.325.
Qolbi, F. H., Chotijah, S., & Musthofa, A. (2019). Masa emerging adulthood pada mahasiswa: Kecemasan akan masa depan, kesejahteraan subjektif, dan religiusitas Islam (Vol. 17, Issue 1). Jurnal Psikologi Dan Psikologi Islam. https://eprints.umm.ac.id/78834/.
Richards, D., & Martin, W. E. (2012). The Effects of a Brief Mindfulness Intervention on Self-Compassion Among Undergraduate College Students. Vistas, 1(3). https://www.tandfonline.com/doi/abs/10.1080/87567555.2019.1709408.
Rinera, I., & Retnowati, S. (2020). Pengaruh Pelatihan MBSR terhadap Kecemasan pada Mahasiswa Baru. Gadjah Mada Journal of Professional Psychology (GamaJPP, 6(2). https://doi.org/10.22146/gamajpp.56658.
Rohmatun, S., & Maryatun, M. (2022). Intervensi Mindfulness Spiritual Islam Sebagai Upaya Penurunan Tingkat Kecemasan Upaya Kesehatan Jiwa Bagi Mahasiswa Keperawatan. Avicenna: Journal of Health Research, 5(2). https://doi.org/10.36419/avicenna.v5i2.689.
Romadhoni, R. W., & Widiatie, W. (2020). Pengaruh terapi mindfulness terhadap tingkat stres remaja di panti asuhan Al-Hasan Watugaluh Diwek Jombang. Jurnal EDUNursing, 4(2), 77–86. http://journal.unipdu.ac.id/index.php/edunursing/article/view/2312.
Sentana, A. D. (2016). Analisis Faktor-Faktor yang Mempengaruhi Tingkat Kecemasan Keluarga Pasien yang Dirawat di Ruang Intensif Care RSUD Provinsi NTB Tahun 2015. Journal of Chemical Information and Modeling, 53(9). https://scholar.archive.org/work/amjk5y2mlnerrpnb5vxgv5s2da/access/wayback/http://stikesyahoedsmg.ac.id/ojs/index.php/sjkp/article/download/477/pdf.
Setiyani, R. Y. (2018). Perbedaan Tingkat Kecemasan Pada Mahasiswa Baru Di Fakultas Ilmu Kesehatan Dan Non Fakultas Ilmu Kesehatan, Universitas ‘Aisyiyah Yogyakarta. Jurnal Psikologi Integratif, 6(1). https://doi.org/10.14421/jpsi.v6i1.1469.
Shandy, A., & Khoirunnisa, R. N. (2021). Hubungan Antara Kecemasan Akademik Dengan Penyesuaian Diri Pada Mahasiswa Baru Yang Akan Melaksanakan Perkuliahan Tatap Muka. Character:Jurnal Penelitian Psikologi, 9(2), 264–272. https://doi.org/10.55681/sentri.v1i4.317.
Tang, R., & Braver, T. S. (2020). Towards an Individual Differences Perspective in Mindfulness Training Research: Theoretical and Empirical Considerations. In Frontiers in Psychology (Vol. 11). https://doi.org/10.3389/fpsyg.2020.00818.
Wu, Q., Mao, X., Luo, W., Fan, J., Liu, X., & Wu, Y. (2022). Enhanced interoceptive attention mediates the relationship between mindfulness training and the reduction of negative mood. Psychophysiology, 59(4). https://doi.org/10.1111/psyp.13991.
Yuan, Y. (2021). Mindfulness training on the resilience of adolescents under the COVID-19 epidemic: A latent growth curve analysis. Personality and Individual Differences, 172. https://doi.org/10.1016/j.paid.2020.110560.
Yurliani, R., Yusuf, E. A., & Nazriani, D. (2020). Correlation between mindfulness and death anxiety among the elderly: Hubungan antara mindfulness dengan kecemasan terhadap kematian pada lanjut usia. Psikologia: Jurnal Pemikiran Dan Penelitian Psikologi, 15(2), 55–61. https://doi.org/10.32734/psikologia.v15i2.4705.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Aulia, Miranti Rasyid, Diah Rahayu, Nadia Annabila, Theresia Dwi Uli
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Indonesian Journal of Educational Research and Review (IJERR) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
