Mindfulness Driven Modulation of Stress and Emotional Regulation: A Comparative Analysis Between Psychology and Non-Psychology Academic Groups
Diea Singh, Deepthi Vijayan
International Journal of Interdisciplinary Approaches in Psychology April 14, 2026 DOI: 10.61113/ijiap.v4i4.1366 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quantitative cross-sectional comparative study Peer reviewed |
|---|---|
| Population | Students aged 18–25 years, divided into psychology and non-psychology students |
| Measures | Five Facet Mindfulness Questionnaire, Perceived Stress Scale, Emotion Regulation Questionnaire |
| Topics | Meditation |
| Key findings | The authors propose that academic exposure to psychology may relate to differences in mindfulness, perceived stress, and emotional regulation among young adults, and they argue that mindfulness-based skills should be encouraged in educational contexts to support psychological well-being. No results or group differences are reported in the abstract. |
Abstract
Psychological stress among young adults has become an increasing concern in academic settings, influenced by academic demands, emotional challenges, and individual coping capacities. Mindfulness plays a significant role in shaping emotional regulation and stress perception. The present study explores differences in mindfulness, perceived stress, and emotional regulation among psychology and non-psychology students. A quantitative, cross-sectional, comparative design was used to assess differences between the two academic groups. Data were collected online through purposive sampling of students aged 18–25 years. Standardized instruments were employed, including the Five Facet Mindfulness Questionnaire (Baer et al., 2006), the Perceived Stress Scale (Cohen et al., 1983), and the Emotion Regulation Questionnaire (Gross & John, 2003). Analyses were conducted using Jamovi software to examine group differences and predictive relationships. The study contributes to understanding how academic exposure to psychology may influence mindfulness, stress perception, and emotional regulation among young adults. It highlights the importance of fostering mindfulness-based skills within educational contexts to promote psychological well-being.
Comparable studies
Other cross-sectional and survey studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Construct Validity of the Five Facet Mindfulness Questionnaire in Meditating and Nonmeditating Samples Experienced meditators and nonmeditating comparison groups | 2008 | Cross-sectional study | |
| Neural Correlates of Dispositional Mindfulness During Affect Labeling Adult participants | 2007 | Observational cross-sectional | n = 27 |
| Assessing mindfulness in children and adolescents: Development and validation of the Child and Adolescent Mindfulness Measure (CAMM). School-aged children and adolescents | 2011 | Cross-sectional validation study | n = 1,413 |
| Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators Experienced meditators and demographically matched nonmeditators | 2012 | Cross-sectional study | n = 152 |
| Mechanisms of Action in the Inverse Relationship Between Mindfulness and Psychological Distress Undergraduates | 2008 | Cross-sectional, correlational |