Cognitive psychology and school learning
seyede molod salari poor; Alireza Hajiyakhchali; Morteza Omidiyan; Naser Behroozy
Abstract
AbstractAim: This research determination the effect of coloring mandalas on working memory, and test anxiety in grade 12 female high school students in Ahvaz City, Iran.Method: This was an experimental study with Semi-experimental type of unequal control group, and one month follow-up. The statistical ...
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AbstractAim: This research determination the effect of coloring mandalas on working memory, and test anxiety in grade 12 female high school students in Ahvaz City, Iran.Method: This was an experimental study with Semi-experimental type of unequal control group, and one month follow-up. The statistical population included all grade 12 female high school students in Ahvaz. The study sample was selected using cluster sampling based on the inclusion and exclusion criteria. For this purpose, one education district was selected first and all grade 12 students in this school took the GHQ-28 screening test. Thirty of those scoring above the cut-off point were randomly assigned to the experimental and control groups (15 students in each group). Both groups were evaluated in the pretest, posttest, and follow-up stages using the Wechsler Memory Scale, which includes the digit span test (Wechsler, 2009), and Friedman Test Anxiety Scale (Friedman, 1997). The experimental group attended eleven 45-minute sessions of coloring mandalas, but the control group received no intervention program. The data were analyzed using repeated measures MANOVA in SPSS23. Results: The results indicated that coloring mandalas was effective in increase memory in and reducing test anxiety in students in the posttest stage, and its effects remained stable in the follow-up stage (P<0.05). Conclusions: Based on the findings of the research, coloring mandalas can be used to increase memory and reduce test anxiety in female high school students, and it can also be employed by counselors and psychologists.
