Reducing STEM test anxiety through classroom mindfulness training for lower secondary school children: a pilot study

ABSTRACT

Although mindfulness is effective in reducing anxiety, research on its impact on test anxiety among lower secondary school children in science, technology, engineering, and mathematics (STEM)-related disciplines is limited. Using a one-group pre – post-test research design, this pilot study evaluated the impact of classroom mindfulness meditation training on test anxiety in STEM-related disciplines with 197 sixth-grade students (54.3% boys, aged 10–12 years) from public schools in Kosovo. Mindfulness training significantly decreased students’ test anxiety levels in STEM-related disciplines. Mindfulness helped students calm down, reduced their academic anxiety, and increased their self-esteem. A significant decrease in test anxiety among participants who reported that the training improved their self-esteem and reduced their academic anxiety and stress was ascertained. Regarding sex differences, meditation activities significantly decreased test anxiety scores among girls. Mindfulness training can be employed as a stress-reduction strategy that can be easily incorporated into classroom pedagogy.

KEYWORDS:

• Mindfulness
• STEM
• test anxiety
• lower secondary school
• students
• sex

Introduction

Test anxiety is a psychological condition in which students experience intense distress prior to, during, and/or following a test or exam owing to concerns about poor performance and possible negative consequences in academic assessment (Balogun et al., 2017). Test anxiety negatively impact students’ memory, attention, study skills, and concentration (Gerwing et al., 2015; Khalaila, 2015). Students with higher test anxiety levels have, on average, lower academic performance and lower scores on standardized tests as compared to their counterparts (Crede et al., 2015).

Owing to increased testing in schools and the associated pressures, test anxiety is continuously rising, with approximately 40% of school-aged children experiencing high levels of test anxiety (Stöber & Pekrun, 2004); thus, it is a public health concern (Chen et al., 2023; DordiNejad et al., 2011; McDonald, 2001).

Further, although all students, regardless of their background, can experience test anxiety (Gerwing et al., 2015), specific groups of students are more prone to experiencing higher levels of test anxiety. Pre- and early adolescents, especially those trying to adjust from one level of education to another, are more susceptible to experiencing the negative impact of test anxiety, which can go beyond learning and academic performance, as compared to other age groups (Balogun et al., 2017; Chen et al., 2023; Hines, 2007). High levels of test anxiety can affect their self-esteem (Stankovska et al., 2018) and sleep quality (Hamilton et al., 2021), can cause psychological burden and depression (Vitasari et al., 2010), and can impact overall well-being and life satisfaction (Steinmayr et al., 2015).

Test anxiety levels are also associated with students’ field of study and sex (Putwain & Daly, 2014). This difference is particularly evident in science, technology, engineering, and mathematics (STEM)-related disciplines. Girls, compared to boys, have lower self-esteem and experience higher anxiety in science related fields (Desy et al., 2011; Jansen et al., 2014). In technology-related courses, girls also score higher on anxiety and lower on self-efficacy than do boys (Erskine et al., 2017). Boys, more than girls, have higher anxiety during maths tests (Devine et al., 2012). However, the sex differences may be associated with contextual factors, such as societal demands and expectations of success, which impact students’ coping strategies and self-esteem, thus increasing their test anxiety levels (Hyseni Duraku & Hoxha, 2018; Torrano et al., 2020), which is especially evident in STEM-related fields. The stereotyped belief that men perform better in STEM-related subjects (Steinke et al., 2007), which is still evident in many countries, including Kosovo, negatively affects women’s self-esteem, confidence, and motivation to study, as well as their academic performance in this field (Demukaj et al., 2019; Desy et al., 2011).

While educational institutions, teachers, and school counsellors use different methods to protect students’ mental health and stimulate learning, mindfulness has become popular as a low-risk and safe health intervention for individuals of all ages (Caballero et al., 2019; Manzoni et al., 2008). Mindfulness training cultivates mindful awareness using non-judgemental approaches to thoughts, sensations, and feelings and compassion towards one’s thoughts and actions. Mindfulness is a meditation technique that involves breathing techniques, guided imagery, and other practices to help relax the body and mind (Hooker & Fodor, 2008; Scott, 2013).

The effectiveness of mindfulness among students of different levels of education has also been confirmed by many interventions according to a meta-analysis of stress reduction (Yusufov et al., 2019). In the educational context, for children of different ages, mindfulness interventions have been effective in reducing students’ psychological distress (Kabat-Zinn, 2003), improving anxiety and stress-related symptoms (Tang et al., 2021), and increasing their academic engagement (Caballero et al., 2019).

Mindfulness interventions within classroom settings are also effective at reducing students’ anxious thoughts that can interfere with working memory and other cognitive processes (Bellinger et al., 2015). They are suggested as appropriate practices to offer students with test anxiety an alternative response to the concerns that could arise before or during an exam (Hjeltnes et al., 2015).

In general, mindfulness training for self-awareness, self-acceptance, and self-regulation improves memory and learning by reducing tension and anxiety (Keller et al., 2019). As such, mindfulness techniques have shown positive results in improving well-being and happiness (Wilson et al., 2021).

Most interventions are grounded in cognitive – behavioural theory (CBT; von der Embse et al., 2013). Embse and colleagues noted that anxiety interventions using CBT and skill building were effective for reducing test anxiety from kindergarten to grade 12. Similarly, Kendall and Peterman (2015) suggest that CBT-based programs (e.g. relaxation training and exposure tasks) can be used to treat anxiety-related issues among children and adolescents. Owing to its effectiveness, many pre-university-level schools have begun to incorporate meditation into their daily routines, with nations such as India and Thailand making it part of their regular curriculum (Waters et al., 2015).

Despite the positive outcomes of mindfulness within school settings, highly encouraging outcomes on reducing test anxiety have also been shown in emotional resilience school-based prevention programs (Weems et al., 2009). Interventions focusing on increasing awareness of anxiety signs, enhancing problem-solving skills, and self-evaluation and rewards have also been suggested to be effective approaches for reducing test anxiety among children and adolescents (Kendall & Peterman, 2015; Yeo et al., 2016).

Therefore, to build upon the existing evidence on the effectiveness of mindfulness in school settings and provide new evidence related to its effectiveness on reducing students’ test anxiety in STEM-related subjects, we employed a sample of Kosovar students in lower secondary public schools to assess the impact of mindfulness meditation training on reducing test anxiety in STEM-related fields. Specifically, we assessed a five-day education training of mindfulness meditation conducted as part of regular classrooms in four public schools located in the capital of Kosovo, the municipality of Prishtina. This is a follow-up study of another larger study conducted with the same sample, according to which, the prevalence of test anxiety among this group was high, and test anxiety was a strong predictor of students’ attitudes and confidence regarding STEM-related disciplines.

Kosovo is a country located in southern Europe. Pre-university education in Kosovo includes children aged 0–18 years attending one of four levels of education: preschool (aged <6-years-old), primary (grades 1–5), lower secondary (grades 6–9), and upper secondary (grades 10–12/13). Approximately 370,027 students participate in pre-university education and most attend public schools (Kosovo Agency of Statistics, 2022). The core learning curriculum for lower secondary-level education courses covers STEM-related fields; however, STEM as an integrated approach of pre-university education is still under progress. The lack of professional training of teachers and experience in teaching STEM-related courses, along with the lack of school counsellors in the pre-education system (Hyseni Duraku & Hoxha, 2022), affect students’ learning, the proper introduction of the STEM field and students’ well-being, and the possibility of schools offering proper emotional support to their students.

Considering that students’ academic achievement plays an important role in providing countries with competent graduates who can navigate future job challenges, fostering a positive learning environment and supporting students’ well-being is crucial for their motivation to pursue their education and develop effective study habits (Yusefzadeh et al., 2019). A supportive learning environment can promote youth to pursue their future careers, prevent them from dropping out, and support their overall well-being (Sandrone et al., 2021). Therefore, this new evidence can serve as a baseline for informing educational policymakers, school administrators, teachers, and school counsellors on the importance of addressing students’ test anxiety and introducing classroom mindfulness meditation for reducing students’ anxiety, protecting their well-being, and improving learning. This could be especially relevant for low- and middle-income countries, where education systems still lack appropriate resources to protect students’ well-being and teachers lack professional skills to address the individual emotional and learning needs of their students. School mindfulness could improve educational quality by helping anxious students improve their academic performance. Mindfulness can also support teachers in enhancing the classroom experiences of their students and help them balance their cognitive, social, and emotional skills to fully develop their potential. The ability to achieve goals, work effectively with others, and manage emotions are essential skills to face the challenges of an increasingly complex world (Greenberg et al., 2017; Sterman, 2006).

Methods

This pilot study employed a one-group pre – post-test design that assessed the effects of an intervention on a specific sample of 197 lower secondary school students (sixth grade) from the municipality of Prishtina who regularly participated in mindfulness meditation training. A one-group pre – post-test design is deemed pre-experimental research that is useful for researchers who wish to know the outcome of interest among all intervention program participants in small groups without a control group and identify the possible outcomes of a future true experiment (Reichardt, 2019).

Procedures

Prior to administrating the survey and implementing the intervention, we obtained approval from the Municipality of Prishtina’s Directorate of Education to codunct the intervention within the school setting. Participating classes were selected through simple random sampling from the list of sixth grade classes of four schools that took part in the first part of this research project. Participants were 549 sixth grade students (53.6% boys; aged 10–12 years). Informed written consent was obtained from the parents of students who participated in the pre – post-surveys and intervention. Participants were also informed that their responses would be kept confidential and that they could withdraw at any time. Moreover, they were informed that participating in mindfulness meditation training activities was not obligatory and that they could withdraw from this activity at any time. It took approximately 30 minutes to complete each survey before and after the intervention. Data for the pre- and post-surveys were gathered in December 2022, during regular class periods.

Intervention

The intervention implemented in this study was based on CBT. By incorporating CBT approach, the intervention targeted both the underlying thoughts processes and the observable behaviours associated with test anxiety. Consistent with prior research, the training included key components for reducing anxiety, which induced psycho-education, relaxation training, self-instruction, and skills training (Yeo et al., 2016). The intervention covered both cognitive and behavioural components. The cognitive aspect focused on supporting students identifying and modifying negative thought patterns and beliefs associated with test-related anxiety, while the behavioural component of the intervention aimed to provide students with practical skills and strategies to cope with test anxiety. The overall aim was to enhance students’ knowledge on identifying anxious thoughts and provide them with a set of skills to challenge and reframe anxious thoughts and enhance self-confidence, as well as behavioural strategies to manage anxiety symptoms effectively and cope with academic challenges (Kendall & Peterman, 2015, Weems et al., 2009; Yeo et al., 2016).

On the first day of the intervention, participants attended a short psycho-educational presentation that provided them with information about test anxiety and its effects. They also learned about important concepts such as self-efficacy, self-confidence, self-evaluation, self-concept, and thoughts. The presentation emphasized the significance of relaxation and why it is crucial in managing test anxiety.

After the presentation, for five days in row, various meditation techniques were introduced to students. The mindfulness meditations were presented to all students in the same voice-recorded format. Each group consisted of approximately 20–23 students. The meditation training was conducted for five consecutive school days, from Monday to Friday (December 12–16, 2022). The meditation presented had the following aims: (1) meditation to reduce test anxiety: this technique aimed to help students feel calm and focused before engaging in test-related activities; (2) guidelines for reducing test anxiety: the goal of this exercise was to help students identify anxiety thoughts and guide them how to reduce their anxiety before stressful situations, such as tests; (3) meditation to improve their self-confidence: the purpose of this technique was to help students calm and cultivate a positive belief in their abilities to cope with challenges; (4) breathing space: this aimed at helping students calm, clear their thoughts, and gain confidence during moments of anxiety; and (5) visualizing a peaceful and beautiful place: the purpose of this exercise was to help students use their imagination through visualization and relaxation.

The data collection, presentation, and the mindfulness sessions were led by school counsellors and graduate students from the Department of Psychology, at the University of Prishtina, who possessed the necessary expertise and skills in mindfulness practices and CBT techniques, professional qualifications in school and counselling, and prior experience working with youth and school-aged children in the school context. These qualifications ensured the competence and suitability of the teachers to deliver the intervention effectively in a non-clinical population (Cavanagh et al., 2014; Creswell et al., 2014).

Measures

The following validated questionnaire was used to measure the effects of the mindfulness meditation intervention on reducing test anxiety. Prior to validation and administration, the questionnaires were translated and back-translated into Albanian.

We used the Test Anxiety Questionnaire (Nist & Diehl, 1990). This 10-item questionnaire asks participants to rate the severity of their test anxiety on a five-point Likert scale (1 = never to 5 = always). Questions related to test anxiety pertained to STEM-related courses, which students take as part of their regular school curriculum, were used in this study. The overall test scores ranged from 10 to 50. A low score (10–19 points) indicates that participants do not experience test anxiety, while scores from 20 to 35 indicate a moderate level of test anxiety, and scores of 35 and higher suggest severe test anxiety. In this study, we used participants’ mean score. The internal consistency of the overall scale in this study was very good (pre-test α = 87, post-test α = 89).

Data on sociodemographic characteristics and grade averages were gathered at the beginning of the survey. Participants were asked to self-evaluate the benefits of participating in meditation activities through an added question in a post-test survey.

Analysis

Before the primary analyses, preliminary analyses were conducted to test the assumptions of the parametric testing. Frequencies (percentages) are reported for categorical variables, whereas means (standard deviations) are calculated and reported for scale variables. To test the differences between the pre- and post-tests, paired-sample t-tests were used for continuous variables. The chi-squared test was used to compare categorical variables. A general linear model was used to compare the mean values of the pre- and post-test differences across socio-demographics (independent variables) and grade averages (independent variables). All analyses were conducted using SPSS 26.0.

Results

Participants’ characteristics

A total of 197 students from the sixth grade (lower secondary level of education) from four public schools in the municipality of Prishtina. More than half (54.3%) were boys and approximately three-quarters (74.1%) were 11-years-old at the time of the survey. Approximately four in 10 respondents reported that both their parents had higher education (39.6%) and around two-thirds (66.5%) declared an excellent grade average at the end of the last semester. Most (79.2%) said that their family’s financial income was average (Table 1).

Table 1. Participants’ general characteristics.

Demographics	n	%
Total	197	100.0
School name Ismail Qemaili Nazim Gafurri Zenel Hajdini Pjetër Bogdani	67 51 34 45	34.0 25.9 17.3 22.8
Sex* Girls Boys	89 107	45.2 54.3
Age (years) 10 11 12	13 146 38	6.6 74.1 19.3
Parents with a university degree Both parents Mother Father None	78 20 25 64	39.6 10.2 12.7 32.5
Grade average (last semester)* Sufficient Good Very good Excellent	1 25 38 131	0.5 12.7 19.3 66.5
Family income* Low Average Affluent	9 156 25	4.5 79.2 12.7

*Any discrepancy in the total number is owing to missing information.

Classroom mindfulness meditation training significantly decreased test anxiety levels in STEM-related disciplines. The pre – post-test results show a significant decrease in the mean test anxiety scale (pre-test: M = 29.46, SD = 10.24; post-test: M = 26.23, SD = 10.80, p < .001; Figure 1).

Figure 1. The effects of mindfulness training on students’ test anxiety levels.

Regarding students’ participants evaluation (self-perception) of the impact of mindfulness, 42.1% reported that meditation training helped them calm and relax, reducing academic anxiety and stress (20.8%) and increasing their self-esteem (8.6%), whereas (28.5%) reported to not have noticed any positive impact of participating in the meditation. Regarding sex differences, a higher percentage of girls compared to boys (girls: 55%; boys: 45%) reported a positive effect of the mediation on reducing their academic stress, anxiety, and relaxation. Moreover, a positive effect of meditation on improving their self-esteem was reported more by girls (girls: 74%, boys: 26%). More boys compared to girls (boys: 61%, girls: 39%) reported not to have noticed any positive impact from the meditation.

Further, when comparing participants’ self-reported benefits from participating in the mindfulness activities with the test anxiety scale sores, a significant decrease of the test anxiety scale mean values was noticed in the pre – post-test results among participants who declared that the meditation helped improve their self-esteem (pre-test: M = 30.8, SD = 10.80; post-test: M = 21.9, SD = 10.79, p < .001) and among participants who declared that meditation have helped them helped them calm and relax, reducing academic anxiety and stress (pre-test: M = 30.4, SD = 10.66; post-test: M = 23.8, SD = 9.83, p = .015). However, within the group that did not notice any changes from participating in the meditation (pre-test: M = 30.2, SD = 11.72; post-test: M = 26.18, SD = 11.60, p = .168) no significant changes were noticed. Further, a major decrease in test anxiety scores (largest pre – post-test difference = 7.5) was noticed among participants who reported that meditation helped them improve their self-esteem and within the group of students who reported that taking part in the meditation helped them reduce anxiety and stress (pre – post-test difference = 4.6).

Finally, only significant difference in the mean scores (pre – post-test) by the independent variables in the general linear model for test anxiety scores (p = .047) was noticed for sex, suggesting that participation in meditation activities significantly decreased test anxiety scores among girls, while the impact of meditation was not significant for other demographics or the grade average of students (Table 2).

Table 2. The impact of mindfulness meditation training on test anxiety scores – mean values for pre – post-test differences in the general linear model.

Independent variable	Mean	95% CI for the mean		p
		Lower limit	Upper limit
Sex Girls Boys	0.952 5.958	−2.663 2.605	4.566 9.312	.047
Age (years) 10 11 12	6.571 3.465 3.538	−4.378 0.583 −2.143	17.521 6.348 9.220	.863 (2)* .627 .982 Reference
Financial status Low Average High	−0.500 3.734 3.200	−12.278 0.971 −4.249	11.278 6.497 10.649	.785 (5) .600 .894 Reference
Grade average Good Very good Excellent	9.000 7.885 1.817	1.418 2.321 −1.125	16.582 13.448 4.759	.061 (2) .083 .059 Reference

*p-value and degrees of freedom (between parentheses).

Discussion

Mindfulness classroom training can have multiple positive impacts on sixth grade students. Similar to previous research, our findings suggest that classroom mindfulness training can be effective in reducing students’ test anxiety (Keller et al., 2019; Tang et al., 2021). The efficacy of one week of regular classroom training in reducing maths anxiety has been confirmed in another similar intervention, the mindfulness growth mindset approach, as conducted with sixth graders (Samuel et al., 2022).

Further, in line with CBT, according to which changing negative thoughts and beliefs can lead to changes in behaviour (Clark & Beck, 2010), our findings suggest that mindfulness meditation can help students become more aware of their negative thoughts and beliefs about tests and academic performance and replace them with more positive and adaptive ones, which can lead to a reduction in test anxiety. This is also consistent with the literature that has shown the effectiveness of cognitive – behavioural interventions or techniques using CBT principles in reducing test anxiety (Brown et al., 2011).

Most girls reported improved self-esteem, which positively affected the reduction in test anxiety. While this finding coincides with the literature suggesting that self-esteem is a predictor of students’ test anxiety in STEM-related fields (Desy et al., 2011; Jansen et al., 2014), the interplay between self-esteem and test anxiety is an important finding for improving classroom practice and offering more opportunities for all students to improve their self-perception and accomplish their full potential. According to our findings, this might be especially important for supporting girls, who can be at higher risk for test anxiety owing to stereotypical beliefs about sex differences and capabilities in STEM-related fields, which is suggested to influence their self-esteem and increase test anxiety (Bian et al., 2017; Demukaj et al., 2019).

Previous studies on sex differences regarding the efficacy of the mindfulness training noticed different benefits among sexes as well, and they recommend that interventions that aim to modify affect-related coping strategies could differently impact boys and girls (Samuel et al., 2022). Mindfulness training targets risk factors specific to girls, such as positive affectivity and adaptive coping strategies, which is why girls could show greater improvements in their emotional well-being following mindfulness training (N. D. Anderson et al., 2007). However, future investigations are needed to better understand the differences that can support the refinement and adaptation of such programs for future school-based mindfulness program outcomes.

Practical implications

Considering the negative impact of high anxiety levels on students’ overall well-being and academic engagement, educational institutions, teachers, and school counsellors are recommended to continuously work on identifying factors leading to anxiety levels and the symptoms associated with test anxiety, and design appropriate school interventions that could prevent adverse mental health issues among students. Such interventions, which can include school-based mindfulness, can lead to improved educational outcomes (Bradshaw, 2019).

While all relevant actors are advised to play an active role in designing appropriate interventions to render the school environment more conducive to children’s development and learning, these findings could be particularly useful for school counsellors. School counsellors, especially in the school context, in which the positive impact of mindfulness needs to be introduced, can contribute to enhancing teachers’ awareness of the importance of mindfulness and advise them to provide such trainings for their students. They can also support the educational institution in the various stages of meditation training program development, from initial stages to program evaluation (B. Anderson, 2020; Samuel et al., 2022).

Further, despite its importance in different education systems and contexts, classroom mindfulness training could be especially effective for school children and youth in less-developed countries and contexts in which the need for preventive mental health resources is the greatest (Mendelson et al., 2010). Mindfulness is recommended as a stress management method that can be easily incorporated into classroom pedagogy (Spitzer & Aronson, 2015).

Limitations and future research directions

Our results could serve as preliminary data for future research on the benefits of mindfulness education training and its appropriateness for school-based interventions for protecting well-being and enhancing learning for both girls and boys. However, as this study used a single-group design, further and deeper assessment of mindfulness training outcomes is needed to provide evidence for developing proper evidence-based interventions with a long-lasting impact. Future randomized quasi-experimental designs with comparison groups could enable a deeper understanding of the effects of such interventions.

Further, assessing other aspects of students’ well-being (e.g. self-esteem) as well as students’ and teachers’ attitudes towards mindfulness might also provide useful evidence for measuring the effect of the intervention outcome or designing appropriate interventions in the future. In addition, exploring environmental factors (e.g. mental health resources available within the school, school approaches towards STEM learning, school climate, parental support and attitudes) could also provide useful evidence. Assessing the individual needs of specific groups of students who are at greater risk of test anxiety, mental health deterioration, or poor academic performance, such as students with disabilities or from minority communities, should also be considered when designing and evaluating future similar interventions (Keller et al., 2019).

Incorporating other variables and theoretical frameworks to underpin future research designs may also prove useful. For example, assessing students’ performance in cognitive tasks and explaining the outcomes per the Yerkes-Dodson Law (1908), which suggests that there is a curvilinear relationship between anxiety and cognitive performance, would enable a comprehensive understanding of the interplay between test anxiety, mindfulness training, and cognitive performance (Daniels, 1968).

Further, Stereotype threat theory (Weger et al., 2012) can be used to clarify how mindfulness meditation could reduce test anxiety by reducing the salience of negative stereotypes related to STEM-related fields and academic achievement. Additionally, monitoring and acceptance theory suggests that accepting one’s thoughts and emotions without judgement can lead to greater psychological well-being (Lindsay & Creswell, 2017). This theory can help explain how mindfulness meditation could reduce test anxiety by helping students accept and manage their test-related thoughts and feelings without becoming overwhelmed by them, which can lead to a reduction in test anxiety (Phan & Ngu, 2020).

Informed consent

Parential/guardian consent was obtained for all study participants.

Acknowledgments

The authors would like to thank all the students who participated in the intervention, the Prishtina Municipality Education Directorate, teachers, and school counsellors of the public middle schools in the municipality of Prishtina – Ismail Qemaili, Pjeter Bogdani, Nazim Gafurri, and Zenel Hajdini – for their support in implementing the project. Furthermore, the authors would like to thank the expert involved in the project, Prof. Dr. Moshe Landsman, for his valuable feedback during the project implementation.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available from the corresponding author, [JK], upon reasonable request.

Additional information

Funding

This research was supported by the Ministry of Education , Science, Technology, and Innovation in Kosovo, under the small scientific project grants: promoting the importance of STEM-related fields while reducing anxiety and improving self-efficacy of the students [Project Nr. 2-2459-16]. The content and recommendations do not represent the official position of the Ministry of Education, Science, Technology, and Innovation in Kosovo and the Department of Psychology, University of Prishtina. Note: This financial support does not include the research article publication fees.

Notes on contributors

Zamira Hyseni Duraku

Zamira Hyseni Duraku is an Associate Professor at the Department of Psychology at the University of Prishtina “Hasan Prishtina”. Her research interests include multilevel factors that influence the quality of education and well-being of Kosovar citizens, from preschool to higher education. In the past several years, she has been continuously engaged in researching and identifying factors that influence the mental health and well-being of Kosovar citizens, including children, youth, parents, and teachers.

Jon Konjufca

Jon Konjufca is an assistant in the Department of Psychology, University of Pristina “Hasan Prishtina”. He is a candidate for doctoral studies at the University of Basel, with a thesis titled ‘Evidence-Based Diagnosis and Treatment of Borderline Personality Disorder Using Technology’. His research interests include the phenomenon of violence in schools, the work practices of school psychologists, as well as the use of technology to facilitate the diagnosis of various disorders and to improve mental health.

Linda Hoxha

Linda Hoxha has been a Teaching Assistant at the Department of Psychology, University of Prishtina since 2013. Ms. Hoxha holds a PhD from Ludwig Maximilians University in Psychology, with a thesis titled ‘Conceptions of Kosovar employees on Creative Leadership: An exploratory design with mixed methods’, as well as an MA in Psychology of Excellence in Business and Education from Ludwig Maximilians University, and a BA in Psychology from the Department of Psychology, University of Prishtina. Her research work and interests include leadership, creativity, personality traits, motivational factors, parenting styles, and education.

Artë Blakaj

Artë Blakaj is in her final year of MA studies in School and Counseling Psychology, Department of Psychology, University of Prishtina “Hasan Prishtina”. Arta also completed a semester in Sapienza University in Rome, Italy. Her research interests include learning skills, mental health, and education.

Blerinë Bytyqi

Blerinë Bytyqi is in her final year of MA studies in School and Counseling Psychology, Department of Psychology, University of Prishtina “Hasan Prishtina”. Her research interests include overall education, test anxiety, and students’ development.

Erona Mjekiqi

Erona Mjekiqi is in her final year of MA studies in School and Counseling Psychology, Department of Psychology, University of Prishtina “Hasan Prishtina”. Her research interests include mindfulness, academic performance, and education.

Shkurtë Bajgora

Shkurtë Bajgora completed her MA studies in School and Counseling Psychology, Department of Psychology, University of Prishtina “Hasan Prishtina”. She is the principal researcher of the Package for School Psychologists and Pedagogues. She helped develop the platform shendetimendor.org in collaboration with the Psychology Department and is now project manager at the Institute of Psychology and at the Center for Global Health (CGH), which is developing the first Albanian application for mental health. Her research work and interests include education system, teaching quality, relaxation techniques, PTSD in natural disaster victims, psychological distress and anxiety among teachers and students, career orientation, study skills, and self-esteem.