The feasibility and effectiveness of compassionate mind training as a test anxiety intervention for adolescents: A preliminary investigation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Test anxiety can have a deleterious impact on academic achievement and adversely affect adolescent well‐being, both concurrently and in later life. The current study explored the use of compassionate mind training (CMT) as a school‐based intervention for test anxiety among adolescents. Participants were 47 adolescents, aged 16–17 years, attending a post‐primary school in the UK and enrolled to take qualifications beyond compulsory education. Participants were quasi‐randomly allocated on the basis of timetable availability into an intervention group that received eight sessions of CMT ( n = 22) or a control group ( n = 25). Participants in both groups completed pre‐ and post‐intervention measures of test anxiety, general anxiety and self‐compassion. Attendance and retention rates were used as an index of intervention feasibility. The findings indicated that CMT was a feasible and effective intervention. Adolescents receiving CMT showed significant reductions in test anxiety and general anxiety, as well as a significant improvement in self‐compassion following the intervention compared with the control group. The findings highlight the potential value of CMT in supporting young people suffering from test anxiety in schools. The implications for counselling practice are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it