Beyond Academic Achievement: The Effect of Mindfulness-Based Intervention on Students’ Emotional Regulation and Psychological Well-Being

Abstract

This study aims to examine the effect of mindfulness-based intervention on students’ emotional regulation and psychological well-being beyond conventional academic achievement. A quantitative survey design was employed at Madrasah Tsanawiyah Nurul Jadid, Probolinggo, Indonesia. Data were collected using structured questionnaires measuring mindfulness, emotional regulation, and psychological well-being, supported by contextual observations and informal field conversations. Data were analyzed through systematic data screening, descriptive presentation, inferential statistical procedures, and verification of findings, while instrument validity and reliability were assessed before analysis. The findings indicate that mindfulness-based intervcludes that mindfulness-based intervention can provide psychological benefits beyond academic achievement by strengthening students’ emotional self-regulation and adaptive functioning. The findings imply that schools should integrate appropriately designed mindfulness activities into student development and psychological support programs while evaluating implementation quality and contextual suitability.ention is associated with improved emotional awareness, greater control of emotional reactions, stronger attentional regulation, and better psychological balance among students. The results further suggest that emotional regulation provides an important pathway through which mindfulness may support psychological well-being.