1) Zen meditation in which focused attention onmeasured breathing is important; (2) affect managementtechniques that reduce negative emotion and increasepositive emotion; (3) relaxing music.

omputer-Based Heart RateVariability Biofeedback Program

ond-year psy-chology undergraduates from the University of the Basque

the writing experi-ences for mindful practices might be more valuable for getting a new perspective on its ownthan mindful practices itself.

hey gain asense of mastery over their thoughts and emotions and feel able to perceive them as transientmental events, rather than to identify with them or to believe that thoughts and emotions areaccurate reflections of the self or reality. Therefore, decentering aids in disengaging from self-criticism, rumination, and anxiety that can arise when reacting to negative thinking patterns

indfulness breathing and cognitive reappraisal practices yielded alarge effect size in reducing test anxiety for undergraduate students. Secondly, mindfulnessbreathing practice showed increased positive automatic thoughts over time

30 minutes

20.1

SouthKorea

t repetition by means of continued practice is essential for an anx-ious person to develop alternative emotions and thoughts.

repeated experiences

The Effectiveness of Daily Mindful BreathingPractices on Test Anxiety of Students

Students should be taught to useabbreviations (e.g., , &,
), to omit letters, toshorten words, and to abbreviate reoccurring lec-ture terms (e.g., toc table of contents) to allowa greater volume of information to be recorded

Such students could be taught to incorporatekey ideas rather than attempting to record ver-batim content, how to paraphrase key ideas,how to create outlines of material, and how toreview notes after taking them to fill in missinginformation so that they are more preparedwhen they review before exams

direct instruc-tion in organizational skills, study skills, and theuse of advance organizers

Lec-turers should write a word or phrase on theboard, repeat critical information, or otherwisefocus students’ attention on information

acted as a guide to cue them about theimportant information in the lecture.

dyslexia had sig-nificantly lower scores on the Selecting MainIdeas (i.e., ability to identify important informa-tion and details) and Test-Taking Strategiesportions of the Learning and Study StrategiesInventory

decidingwhat to write, making sense of their notes, andpaying attention

Despite the IQ and achievement scores neces-sary to attend college, the preparation, process-ing, skill, and executive function deficits ofstudents with learning difficulties may signifi-cantly limit their ability to be effective notetakers, which, therefore, may impede their per-formance in lecture classes

Note Taking and University Students With Learning Difficulties:What Supports Are Needed?

accuracy range as low as 11% to ahigh of about 70% of critical information in-cluded in student-taken note

Brazeau (2006) argued that activelearning, a key aspect of student engagement, isreduced when students are not directly involvedin the process of collecting and sorting infor-mation for note taking

note taking re-quires the skills of listening, cognitive process-ing, recording lecture content in written form,and reviewing recorded information. Peverlyand colleagues (2007) identified three processeshypothesized to be necessary for quality notetaking: (a) transcription fluency, (b) verbalworking memory, and (c) the ability to identifymain ideas.