Mindfulness Driven Modulation of Stress and Emotional Regulation: A Comparative Analysis Between Psychology and Non-Psychology Academic Groups

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.