Assessing the Possibility of Anxiety Reduction and Identity Enhancement in Science, Technology, Engineering, and Mathematics Education Through a Mindfulness-Based Intervention
Bibliographic record
Abstract
This mixed methods study examined the efficacy of the Learning to BREATHE mindfulness-based program to improve STEM learning resilience of a small group of high school students (~ 10) from diverse backgrounds in Nova Scotia, Canada. The 8-week study was situated within critical mindfulness and used both pre-post surveys and a focus group discussion to assess the intervention.The results suggest that this program may not significantly reduce feelings of math and science anxiety in high school (d = 0.10 and d = 0.15, respectively), but that for some students, it may be helpful for reducing stress/anxiety before and during STEM tests. Additionally, this program may significantly improve STEM identity (d = 0.94) by changing study habits, increasing focus on one’s own feelings toward STEM and one’s abilities in those subjects, and by increasing confidence in one’s STEM abilities.
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How this classification was reachedexpand
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".