The Influence of Art Therapy, Growth Mindset, and Mindfulness Practices in Reducing Teacher Anxiety: A Mixed-Methods Approach

Robertus Heru Setyo Suhartono; Yustina  Sapan; Indrojiono Indrojiono; Asmi  Ode; Pierre Marcello  Lopulalan

doi:10.55927/ajae.v5i1.15936

Authors

Robertus Heru Setyo Suhartono Universitas Semarang
Yustina Sapan PIP Semarang
Indrojiono Indrojiono ASM Marsudirini Santa Maria
Asmi Ode Universitas Darussalam Ambon
Pierre Marcello Lopulalan Politeknik Pelayaran Banten

DOI:

https://doi.org/10.55927/ajae.v5i1.15936

Keywords:

Art Therapy, Growth Mindset, Mindfulness, Teacher Anxiety, Emotional Regulation

Abstract

Teacher anxiety is a growing challenge in contemporary education, particularly as educators are expected to integrate mindfulness practices while managing complex emotional demands. This study examines the effects of an integrative intervention combining art therapy, growth mindset practices, and mindfulness on reducing teacher anxiety through enhanced emotional regulation. Using a mixed-methods sequential explanatory design, the findings show a significant reduction in anxiety and improved emotional regulation among participating teachers, with emotional regulation identified as a key mediating mechanism. The results highlight the value of integrating creative, cognitive, and self-awareness–based approaches as an evidence-based strategy for strengthening teachers’ emotional well-being in mindfulness-oriented classroom contexts.

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