Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal International Journal of Educatio Elementaria and Psychologia International Journal of Language and Ubiquitous Learning
Amine Ali
University of Carthage
Education Other

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EFFICACY OF A MINDFULNESS-BASED COGNITIVE THERAPY (MBCT) INTERVENTION FOR TEST ANXIETY IN PRIMARY SCHOOL STUDENTS Yassine Belhassen; Hana Ben Romdhane; Amine Ali
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.3097

Abstract

Test anxiety is a common challenge among primary school students, often impacting their academic performance and well-being. Mindfulness-Based Cognitive Therapy (MBCT) has shown promise in managing anxiety-related disorders, but its efficacy in reducing test anxiety in primary school students remains underexplored. This study aims to evaluate the effectiveness of an MBCT intervention in reducing test anxiety among primary school students and improving their academic performance. A randomized controlled trial design was used, with 60 students assigned to either the MBCT intervention group or a control group. The MBCT program consisted of 8 weekly sessions, focusing on mindfulness practices, cognitive restructuring, and stress reduction techniques. Pre- and post-intervention assessments were conducted using the Test Anxiety Inventory (TAI) and academic performance records. The results showed a significant reduction in test anxiety scores for the intervention group compared to the control group (p < 0.05). Additionally, students in the MBCT group demonstrated improved academic performance, particularly in subjects where test anxiety had previously hindered their progress. These findings suggest that MBCT is an effective intervention for managing test anxiety in primary school students, contributing to both emotional well-being and academic success. Future studies should explore the long-term impact of MBCT and its applicability to other student populations.
Cloud-Based Learning Platforms and Their Impact on English Writing Skills in Rural Schools Olivia Green; Thomas Mitchell; Amine Ali
International Journal of Language and Ubiquitous Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i5.2994

Abstract

Background. In rural Indonesian schools, where access to qualified English teachers and adequate learning resources is often limited, these platforms provide a potential solution to reduce the urban rural education gap, particularly in the development of writing skills. Purpose. This study aimed to investigate the impact of cloud-based learning platforms on students’ English writing skills in rural secondary schools. It focused on examining how digital collaboration, feedback mechanisms, and self-paced learning influence writing performance and learner engagement. Method. A mixed-method research design was employed involving 100 students from three rural secondary schools in Indonesia. Participants took part in a 10-week instructional intervention using cloud-based platforms, namely Google Classroom and Microsoft OneNote. Results. The findings indicated a significant improvement in students’ English writing performance after the intervention (p < .05), particularly in text organization, vocabulary use, and grammatical accuracy. Qualitative analysis revealed that cloud-based platforms increased learner motivation, promoted peer collaboration, and enabled timely and effective teacher feedback despite existing infrastructural limitations. Conclusion. The study concludes that cloud-based learning platforms effectively support the development of English writing skills in rural educational contexts.
Co-Authors Hana Ben Romdhane Olivia Green Thomas Mitchell Yassine Belhassen