Indigenous-based Mindful Activities for Students with Test Anxiety

Author

Amy MaharajFollow

Date of Award

Spring 5-25-2023

Author Requested Restriction

Open Access (no restriction)

Work Type

Dissertation in Practice

Degree Name

Doctor of Educational Leadership (EdD)

Department

Educational Leadership

Cohort

UWT-Muckleshoot Cohort Doctoral Program

First Advisor

Dr. Robin Minthorn

Second Advisor

Dr. Michelle Montgomery

Third Advisor

Edna Wyena

Abstract

College life for students can be stressful, with stress and anxiety being one of the biggest impacts on a student’s academic performance; with test anxiety being one of the biggest culprits in causing stress and anxiety among college students. One of the ways that students can help ease test anxiety is through mindful practices. As many colleges and universities increase their availability to provide mindfulness resources – there seems to be a lack of mindfulness resources for Black, Indigenous, and People of Color (BIPOC) students. The research study for this dissertation utilized Indigenous-based mindful practices from Indigenous and South Asian mindfulness practitioners. The mixed-methods study involved 12 participants who identified as Indigenous/Native American and Latinx. The participants spent 10 days practicing mindful practices from Indigenous and South Asian practitioners, along with filling out the Beck Anxiety Inventory, Cohen Perceived Stress Scale, Five Facet Mindfulness Questionnaire, which followed with an interviewer with post-guided questions. Findings concluded that participants found the mindful activities beneficial for their test anxiety.

Recommended Citation

Maharaj, Amy, "Indigenous-based Mindful Activities for Students with Test Anxiety" (2023). Ed.D. Dissertations in Practice. 77.
https://digitalcommons.tacoma.uw.edu/edd_capstones/77