Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada.
J Am Coll Health. 2020 Jul;68(5):518-527. doi: 10.1080/07448481.2019.1583239. Epub 2019 Mar 25.
: This study compared the effectiveness of mindfulness coloring (mandala), free drawing/coloring, and a noncoloring control activity for university students' test anxiety, and assessed the relationship of dispositional mindfulness and response to intervention on mindfulness and test anxiety states. : University students ( = 167; 81.4% female; = 21.29 years, = 4.46) were randomly assigned to a mandala ( = 57), free draw/coloring ( = 58), or noncoloring condition ( = 52). : Participants completed standardized measures assessing test anxiety and state mindfulness pre-postactivity before completing a test, and two dispositional mindfulness measures. : Participants in both coloring conditions reported significant decreases in test anxiety and significant increases in state mindfulness pre-postintervention, and participants in the control condition reported significant increases in test anxiety. Reports of preintervention state mindfulness and test anxiety fully mediated relations between dispositional mindfulness and postintervention state mindfulness and test anxiety. : Implications for research and practice on mindfulness coloring and test anxiety are discussed.
本研究比较了正念涂色（曼陀罗）、自由绘画/涂色和非涂色对照活动对大学生考试焦虑的效果，并评估了特质正念和对干预的反应与正念和考试焦虑状态之间的关系。
共有 167 名大学生（女性占 81.4%；年龄为 21.29 岁，标准差为 4.46）被随机分配到曼陀罗组（57 人）、自由绘画/涂色组（58 人）或非涂色组（52 人）。参与者在活动前后完成了标准化的考试焦虑和状态正念评估，以及两个特质正念测量。
涂色组的参与者在干预前后报告的考试焦虑显著降低，状态正念显著增加，而对照组的参与者报告的考试焦虑显著增加。干预前的状态正念和考试焦虑的报告完全中介了特质正念与干预后状态正念和考试焦虑之间的关系。
讨论了正念涂色和考试焦虑研究和实践的意义。
