Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 6, Issue 6 (November-December 2025) Submit your research before last 3 days of December to publish your research paper in the issue of November-December.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 6 Issue 6
November-December 2025

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

The Effect of a Mindfulness-Based Intervention on Teaching Practicum Anxiety and Personality Traits Among B.Ed. Students

Author(s) Pandiyan S, Rajaswathy R
Country India
Abstract Teaching practicum is one of the most stressful phases in a B.Ed. student’s academic journey. Many students experience strong anxiety during classroom teaching, especially when they are observed or evaluated. This anxiety can affect their confidence, lesson delivery, and overall teaching performance. Mindfulness-based interventions have recently gained attention for reducing stress and improving emotional balance among students. The present study explored how a structured mindfulness program could help reduce teaching practicum anxiety and how personality traits might influence this improvement. The study focused on 40 B.Ed. students undergoing their practicum training in Coimbatore, Tamil Nadu. A quasi-experimental pre-test post-test design was used. Students were selected through purposive sampling. The six-week intervention included weekly one-hour sessions featuring practices such as Simple centring, Mindful Acceptance, the “I Am” Mantra, shifting from Anxiety Radio to Just-So Radio, Ride-the-Wave emotional regulation, and Values-Based Action. These techniques were adapted from ACT and Kabat-Zinn’s MBSR approach. Teaching practicum anxiety was measured using the Teaching Anxiety Scale (TAS), mindfulness levels were assessed with the Five Facet Mindfulness Questionnaire (FFMQ), and personality traits were measured using the Big Five Inventory (BFI-44). The results showed a clear reduction in teaching practicum anxiety after the mindfulness intervention. Students reported feeling calmer, more present, and more in control during teaching sessions. Post-test mindfulness scores also showed noticeable improvement, especially in observing thoughts, describing experiences, and managing emotional reactions. Personality traits played an interesting role: students high in neuroticism showed greater initial anxiety, while those high in conscientiousness and openness appeared to benefit more quickly from mindfulness practice. Overall, the study found that mindfulness is a practical and effective tool for helping B.Ed. students manage the emotional demands of teaching practicum. The findings suggest that incorporating mindfulness sessions into teacher training programs could support students’ well-being, improve their teaching performance, and build long-term resilience. Future research with larger samples and follow-up studies could provide deeper insights.
Keywords mindfulness, teaching practicum anxiety, B.Ed. students, personality traits, emotional regulation, ACT, MBSR.
Field Sociology > Philosophy / Psychology / Religion
Published In Volume 6, Issue 6, November-December 2025
Published On 2025-12-08
DOI https://doi.org/10.63363/aijfr.2025.v06i06.2440
Short DOI https://doi.org/hbdwfj
View / Download PDF File

Share this



E-ISSN 3048-7641
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

AIJFR DOI prefix is
10.63363/aijfr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About AIJFR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9898-79-39-59 editor@aijfr.com