The impact of mindfulness-based interventions on academic self-regulation and stress among final-year psychology students.

Project Abstract

This study investigates how mindfulness-based interventions (MBIs) influence academic self-regulation and perceived stress among final-year psychology students, addressing the growing concern about psychological well-being and scholastic performance during critical transitional periods. A convergent mixed-methods design was employed, combining a randomized controlled trial with qualitative interviews to triangulate quantitative outcomes and explore experiential processes. Participants (n = 180) were recruited from three universities and randomly assigned to an 8-week MBI program, an active control condition receiving psychoeducation, or a wait-list control. The MBI protocol integrated mindfulness meditation, body scanning, mindful movement, and brief cognitive-behavioral components focusing on nonjudgmental awareness of study-related thoughts and emotions. Primary outcomes included academic self-regulation, assessed via the Brief Self-Regulation Questionnaire and course-specific goal-tracking measures, and perceived stress, measured with the Perceived Stress Scale. Secondary outcomes encompassed rumination, sleep quality, mindfulness (Five Facet Mindfulness Questionnaire), and academic performance indicators such as GPA and exam scores. Data were collected at baseline, post-intervention, and 3-month follow-up to evaluate maintenance effects. Qualitative data were gathered through semi-structured interviews with a purposive subsample (n = 24) to elucidate mechanisms, barriers, and contextual factors shaping the intervention impact. Multilevel modeling revealed that, compared with controls, the MBI group demonstrated significant improvements in self-regulation trajectories (? = .28, p < .01) and reductions in perceived stress (? = ?.34, p < .001) at post-intervention, with effects partially sustained at follow-up. Mediational analyses indicated that increases in trait mindfulness and reductions in rumination partially mediated the relationship between MBIs and self-regulation gains, while sleep quality ameliorated stress reductions. The active control produced modest gains in mindfulness-like awareness but did not yield significant shifts in self-regulation or stress beyond placebo effects. Qualitative findings highlighted enhanced meta-cognition, adaptive emotion regulation, and reduced gendered and curricular pressures as salient factors contributing to improved study planning, time management, and resilience under academic load. Participants frequently described the interventions as fostering a non-judgmental stance toward exam anxiety, which facilitated more effective utilization of metacognitive strategies and goal setting. Barriers included time constraints, perceived stigma around mental health, and variability in home practice adherence. The study demonstrates that MBIs can be an effective, scalable approach to bolster academic self-regulation and reduce perceived stress among final-year psychology students, with durable benefits observed at three months post-intervention. Implications involve integrating MBIs into university wellness and curricula, training mentores to support practice, and tailoring programs to align with exam timetables and clinical supervision demands. Limitations include reliance on self-report measures for key constructs and potential cultural variations in mindfulness uptake, suggesting future research should expand cross-cultural samples and incorporate objective scholastic performance metrics. Overall, the findings support mindfulness-based training as a viable strategy to enhance scholastic functioning and psychological well-being during a pivotal educational transition.

Project Overview

What This Project Is About

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The project explores how mindfulness-based practices can help final-year psychology students manage their study routines and reduce stress. It looks at whether short mindfulness exercises can improve self-control over learning tasks and lower anxiety during a demanding final year.

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The Problem It Addresses

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Many final-year students report high stress and difficulty sticking to study plans, which can hurt performance and well-being. There is a need to test simple, scalable strategies that support self-regulation and reduce stress in this group.

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Objectives of the Project

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1. Identify levels of stress and self-regulation in final-year psychology students.
2. Implement a brief mindfulness intervention with practical exercises.
3. Assess changes in academic self-regulation and stress after the intervention.
4. Explore students’ experiences and acceptance of mindfulness practices.

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What You Will Do Step by Step

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1) Conduct a literature quick scan to ground the study in existing findings. 2) Recruit a small sample of final-year psychology students. 3) Measure baseline stress and self-regulation using simple questionnaires. 4) Deliver a 4-week mindfulness program with short daily practices. 5) Re-measure stress and self-regulation post-intervention. 6) Analyze changes with basic statistics and summarize themes from student feedback. 7) Discuss practical implications and limitations.

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Expected Outcome

Expect modest improvements in self-regulation and a reduction in perceived stress. The project aims to provide evidence for the feasibility of integrating short mindfulness activities into final-year study routines and to offer practical guidance for students and educators.