FEATURES OF STUDENTS’ MINDFUL SELF-REGULATION AS A BASIS FOR IMPLEMENTING THE MBSR PROGRAM
Zh.K. Aubakirova, L.M. Gitikhmayeva, M.D. Aurenova
Psychology and Cognitive Sciences 2026 DOI: 10.32523/3080-1893-2026-156-3-8-20 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cross-sectional survey Peer reviewed |
|---|---|
| Sample size | 515 |
| Population | First- to fourth-year university students |
| Measures | Self-Regulation Profile - 98 (SRP-98) |
| Topics | Meditation |
| Key findings | Most students showed a moderate level of self-regulation (58.9%), with 28.0% high and 13.1% low. Planning and evaluation of results were the strongest components, while programming and flexibility were the weakest. The authors propose MBSR as a potential approach for developing self-regulation but note the data describe students before any MBSR implementation, not the program's effect. |
Abstract
The article examines the characteristics of conscious self-regulation among students based on V. I. Morosanova’s “Self-Regulation Profile - 98” (SRP-98) methodology. The study involved 515 students from the first to fourth year of study. The main indicators of self-regulation - planning, modeling, programming, evaluation of results, and flexibility-were analyzed using corresponding scales. The findings showed that most students had a moderate level of self-regulation development. According to the total sample, 58.9% of students demonstrated a moderate level, 28.0% showed a high level, and 13.1% exhibited a low level of self-regulation. The best-developed components were planning and evaluation of results. In contrast, programming and flexibility emerged as the weakest components of students’ self-regulation.The article discusses the potential of a mindfulness-based stress reduction program (MBSR) as a tool for developing the identified characteristics of self-regulation. MBSR practices may contribute to individuals’ ability to observe their present-moment experience, regulate emotional reactions, flexibly modify behavioral patterns, and en-hance self-reflection. However, the presented findings characterize the self-regulation profile of students prior to MBSR implementation rather than describing the direct effect of the program itself.
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 |
Citations in the library
Cites 3
- Mindfulness-Based Interventions for University Students: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. Applied Psychology: Health and Well-Being November 19, 2019
- A systematic review of mechanisms of change in mindfulness-based cognitive therapy in the treatment of recurrent major depressive disorder. Clinical Psychology Review April 1, 2015
- Effects of Mindfulness-Based Stress Reduction (MBSR) on Emotion Regulation in Social Anxiety Disorder Emotion February 1, 2010