School counselor's role with emotive factors : a quantitative investigation of school counseling program use of mindfulness-based cognitive therapy for children Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/ks65hh269

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  • Fennema and Sherman (1976) defined math anxiety as "feelings of anxiety, dread, nervousness, and associated bodily symptoms related to doing mathematics" (p. 326). The longitudinal impact that math anxiety has on adolescent students can include their experiencing reduced math achievement, avoiding majors that involve large amounts of math, and choosing career paths that require less mathematics (Ashcroft & Moore, 2009; Hembree, 1990; Ma, 1999). These potential outcomes are problematic given that the push for supporting science, technology, engineering, and math (STEM) throughout our educational system is growing (Furner & Duffy, 2002). School counselors should focus on decreasing math anxiety as a path to addressing the academic needs of the student. Mindfulness-Based Cognitive Therapy for children, although still in its emerging stages of research, demonstrates efficacy as a promising intervention for students who suffer from mild to severe psychological and behavioral disorders such as anxiety (Semple et al., 2010). The purpose of this study is to determine the impact of a 12-session Mindfulness-Based Cognitive Therapy protocol on math anxiety in adolescents. The design for this study was a non-concurrent, multiple baseline, experimental research design. Three high school students who were determined to presently experience math anxiety were asked to participate in the intervention. Following an established baseline for each participant, the first author administered Mindfulness-Based Cognitive Therapy for Children (Semple & Lee, 2011) to each of the students for the duration of 12 sessions. A weekly administration of an anxiety measurement tool, the Fennema-Sherman Mathematics Anxiety Scale Revised (Fennema & Sherman, 1976), provided data on the students' respective levels of anxiety. The data collected showed a decrease in the anxiety levels in all three participants during the time in which the intervention was administered. In addition, two out of the three participants' academic grades specific to their mathematics courses increased as a result of their participation in the intervention.
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