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dc.contributor.authorMcEwan, Kirsten
dc.contributor.authorElander, James
dc.contributor.authorGilbert, Paul
dc.date.accessioned2018-07-16T08:54:07Z
dc.date.available2018-07-16T08:54:07Z
dc.date.issued2018-05-04
dc.identifier.citationMcEwan, K., Elander, J. & Gilbert, P. (2018). 'Evaluation of a web-based self-compassion intervention to reduce student assessment anxiety'. Interdisciplinary Education and Psychology, 2(1), 6, pp. 1-24.en
dc.identifier.issn25768271
dc.identifier.urihttp://hdl.handle.net/10545/622811
dc.description.abstractAssessment anxiety is associated with excessive worry and cognitive disruption which can contribute to academic failure. Compassion-focused interventions have previously been effective in reducing anxiety, stress and depression among the general population. Aims: This study extended this approach to students whose academic achievement is potentially compromised by assessment anxiety, by evaluating a web-based compassionate imagery intervention. Students (n=48) who self-identified as assessment anxious were randomised to practice either compassionate imagery exercises or to a control condition of practicing relaxation exercises. Students completed measures of test anxiety, mastery and performance learning goals, self-compassion, self-criticism/self-reassurance, depression, anxiety and stress, before and after the two-week intervention. The compassionate imagery exercises improved self-compassion more than the control condition of relaxation exercises did. Both tasks improved students’ wellbeing, and reduced assessment anxiety among those with higher baseline assessment anxiety. Web-based compassionate imagery and relaxation may offer cost-effective interventions for reducing assessment anxiety. More research is needed on the influence of self-compassion on learning processes and academic performance and achievement.
dc.description.sponsorshipUniversity of Derby Research for Learning and Teaching Fund (RLTF)en
dc.language.isoenen
dc.publisherRivera Openen
dc.relation.urlhttp://riverapublications.com/article/evaluation-of-a-web-based-self-compassion-intervention-to-reduce-student-assessment-anxiety#author-infoen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.subjectAnxietyen
dc.subjectSelf-compassionen
dc.subjectCompassionen
dc.subjectAssessmenten
dc.subjectGoalsen
dc.subjectPerformanceen
dc.subjectRelaxationen
dc.titleEvaluation of a web-based self-compassion intervention to reduce student assessment anxiety.en
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalInterdisciplinary Education and Psychologyen
refterms.dateFOA2018-05-04T00:00:00Z
html.description.abstractAssessment anxiety is associated with excessive worry and cognitive disruption which can contribute to academic failure. Compassion-focused interventions have previously been effective in reducing anxiety, stress and depression among the general population. Aims: This study extended this approach to students whose academic achievement is potentially compromised by assessment anxiety, by evaluating a web-based compassionate imagery intervention. Students (n=48) who self-identified as assessment anxious were randomised to practice either compassionate imagery exercises or to a control condition of practicing relaxation exercises. Students completed measures of test anxiety, mastery and performance learning goals, self-compassion, self-criticism/self-reassurance, depression, anxiety and stress, before and after the two-week intervention. The compassionate imagery exercises improved self-compassion more than the control condition of relaxation exercises did. Both tasks improved students’ wellbeing, and reduced assessment anxiety among those with higher baseline assessment anxiety. Web-based compassionate imagery and relaxation may offer cost-effective interventions for reducing assessment anxiety. More research is needed on the influence of self-compassion on learning processes and academic performance and achievement.


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