A Review of Mindfulness Research Related to Alleviating Math and Science Anxiety

Defined as nonjudgmentally paying attention to the present moment (Kabat-Zinn, 1994), modern-day mindfulness has gained considerable attention in various science fields. However, despite this growth, many uses of mindfulness remain unexplored. In this paper, we focus on the application of mindfulness programs in educational settings, specifically to target math and science anxiety. Since education-related anxiety can have negative consequences on students and interfere with academic performance, researchers have begun exploring the plausibility and efficacy of implementing mindfulness programs into school curriculums to alleviate these anxious feelings. This may be particularly beneficial to math and science, as those are two fields infamously associated with anxiety yet ones that desperately need occupational growth. This paper explores the limited research connecting mindfulness to reduced test anxiety and emphasizes the need for more research directly assessing the effects of mindfulness on math and science in particular.

Although its origin stems from ancient meditation practices, mindfulness has gained considerable attention in today's society. Its applications are vast, showing beneficial outcomes in many different environments and fields of practice. John Kabat-Zinn, founder of the modern day practice, defines mindfulness as "paying attention in a particular way on purpose, in the present moment, and nonjudgmentally, to the unfolding of experience moment to moment" (1994). The practice combines three key features to promote moments of clarity: paying attention to the present moment, recognizing and classifying emotions, and experiencing more refined self-awareness in the present. Often associated with meditation and controlled breathing, mindfulness techniques can be performed formally in a structured environment or informally in everyday life. It has been used to reduce anxiety (Barbosa, Raymond, Zlotnick, Wilk, Toomey & Mitchell, 2013), lower psychological distress (Rosenzweig, Reibel, Greeson, Brainard, & Hojat, 2003), and foster a better quality of life (De Frias & Whyne, 2014). A number of mindfulness-based therapies have emerged out of the larger field, with Mindfulness-based Stress Reduction (MBSR) and Mindfulness-based Cognitive Therapy (MBCT) being the two most notable types. This paper, however, will focus on mindfulness and its application to education and subject-specific anxiety in math and science. The need for students to be interested in science, technology, engineering, and math (STEM) is apparent, as these subjects are critical to the growth and advancement of society (Business-Higher Education Forum, 2011). Yet, schools are producing few young people interested in or qualified for a career in STEM-related fields (Business-Higher Education Forum, 2011). Based on our review of pre-existing literature, we believe that mindfulness would be an effective technique to alleviate math and science anxiety in educational settings and, as a result, draw more interested and qualified students into the STEM fields.