The mindfulness interventions did not significantly change anticipatory or executive state-MA relative to cognitive support alone¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2026 · checked against its sources 2026-10-18 (automated, 2 of 2 entries) · not reviewed by a person

In Rief et al. (2026), seventh graders practised algebra in the "Math with Matt" tutoring system. The Mindful version added an LLM-based mindful chat, in which the pedagogical agent Matt gave context-sensitive emotional support, and mindful (not only evaluative) feedback and hint messages; the Cognitive version gave cognitive support only.

Subclaims¶

q3 i? No statistically significant group, time, or interaction effects emerged for anticipatory state-MA. → Rief 2026 q3 i? No group or interaction effect emerged for executive state-MA despite the time effect. → Rief 2026 (2)

Evidence¶

Rief 2026¶

Rief, V., Hladký, M., Yoo, M., Heel, S., Sato, S., Nagashima, T. (2026). Beyond Problem Solving: Large Language Models for Emotional and Reflective Support in Mathematics Learning. https://arxiv.org/abs/2609.02611 doi:10.48550/arxiv.2609.02611

q3 · i? · causal · r2

Linear mixed-effect model on anticipatory state-MA (STAI-6 administered before pre/posttest) in the 42-student classroom experiment found no significant group, time, or interaction effects; equivalence was not tested.

"A linear mixed-effect model revealed no statistically significant effects of group, time, and interaction between groups and time for anticipatory state-MA."

Rief 2026 (2)¶

Rief, V., Hladký, M., Yoo, M., Heel, S., Sato, S., Nagashima, T. (2026). Beyond Problem Solving: Large Language Models for Emotional and Reflective Support in Mathematics Learning. https://arxiv.org/abs/2609.02611. doi:10.48550/arxiv.2609.02611

q3 · i? · causal · r2

Summary of the state-MA mixed-effect models in the classroom experiment: the Mindful condition showed no significant advantage over the Cognitive condition on either state-MA type; no effect size was printed for the between-group contrasts.

"Thus, the Mindful ITS version did not significantly change the anticipatory or executive state-MA when compared against the Cognitive ITS version without the mindfulness interventions."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it
• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• The evidence base for school mindfulness interventions is promising but too variable for definitive practice recommendations — the general claim this finding bears on, with the studies behind it
• Using the ITS reduced executive state-math anxiety and improved algebra learning across conditions — related
• Math learning gains did not differ between the Mindful and Cognitive conditions — related
• Mindful-condition students rated the pedagogical agent as more supportive and more concerned about their well-being on single items — related
• Across all RCTs, mindfulness-based interventions significantly improve mindfulness, executive functioning, attention, depression, anxiety/stress and negative behaviours in youth, with small effect sizes — a broader claim this one bears on