Avaliação do efeito de uma intervenção baseada em mindfulness sobre a ansiedade e ansiedade de provas com estudantes do ensino médio

• Ano de defesa: 2025
• Autor(a) principal: Severo, Taynara Katyelle Saturnina
• Orientador(a): Albuquerque, Alessandra Rocha de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Psicologia
• Departamento: Escola de Saúde e Medicina
• País: Brasil
• Palavras-chave em Português: Mindfulness; Ansiedade; Ansiedade de prova; Ensino médio
• Palavras-chave em Inglês: Mindfulness; Anxiety; Test anxiety; High school students
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3747

Recent data reveal a high number of school-aged adolescents experiencing elevated levels of anxiety during assessments, which significantly impairs academic performance. Social pressure, self-demand, competition, and the need for decision-making are some of the factors that can turn test situations into stressful and anxiety-provoking events. This study aimed to evaluate the effect of a Mindfulness-Based Intervention (MBI) on anxiety and test anxiety in high school students. Forty-eight students of both sexes from a private high school participated. The Experimental Group (EG, N = 20) took part in eight MBI sessions, while the Control Group (CG, N = 28) participated in conversation circles with the same frequency and duration. The following instruments were used before and after the intervention: the Test Anxiety Inventory (IAP), the Five Facet Mindfulness Questionnaire – Brazilian version (FFMQ-BR), and the Hospital Anxiety and Depression Scale (HADS). The results indicated that the EG showed a 28.2% reduction in general anxiety levels (HADS-A) — decreasing from a mean of 10.95 to 7.86 — and a 24.7% reduction in test anxiety (IAP) — with scores dropping from a mean of 95.20 to 71.67 — compared to the CG, which did not exhibit relevant changes. Regarding mindfulness, the EG showed a 4.6% increase in total FFMQ-BR scores, with a statistically significant improvement in the “Describe” facet (p = 0.033), suggesting enhanced emotional awareness after the intervention. These results suggest that MBI may be an effective strategy in promoting emotional well-being and coping with anxiety among adolescents in the school context.