The Effectiveness of Mindfulness-Based Cognitive Training on Executive Functions, Emotion Regulation, and Cognitive Load among University Students: A Quasi-Experimental Study

Mohammadbagher Kajbaf; Seyed Ali  Ghaemmaghami

Authors

Mohammadbagher Kajbaf Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran https://orcid.org/0000-0001-6359-8052
Seyed Ali Ghaemmaghami Ph.D. Student in Clinical Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran Author https://orcid.org/0009-0001-1915-6422

Abstract

Purpose: The present study examined the effectiveness of mindfulness-based cognitive training in improving executive functions and reducing difficulties in emotion regulation and cognitive load among university students.

Methods and Materials: This applied study used a quasi-experimental pretest–posttest design with a one-month follow-up and intervention and control groups. The study population consisted of students enrolled at the University of Isfahan during the fall semester of 2025. Forty eligible volunteers were selected through convenience sampling and randomly assigned to the intervention and control groups. Following the attrition of three participants, data from 37 students, including 18 in the intervention group and 19 in the control group, were analyzed. The intervention group received eight 90-minute sessions of mindfulness-based cognitive training, whereas the control group received no intervention. Data were collected using the Cognitive Abilities Questionnaire developed by Nejati (2013), the Difficulties in Emotion Regulation Scale developed by Gratz and Roemer (2004), and the Cognitive Load Questionnaire developed by Klepsch, Schmitz, and Seufert (2017). Mixed analysis of variance with repeated measures and Bonferroni-adjusted pairwise comparisons were conducted using SPSS version 26.

Findings: Significant time × group interaction effects were found for executive functions, F(2, 70) = 80.24, p < .001, ηp² = .696; difficulties in emotion regulation, F(2, 70) = 65.98, p < .001, ηp² = .653; and cognitive load, F(2, 70) = 57.88, p < .001, ηp² = .623. Executive function scores increased in the intervention group, whereas difficulties in emotion regulation and cognitive load decreased. No substantial changes were observed in the control group. Bonferroni-adjusted comparisons indicated significant differences between pretest and posttest and between pretest and follow-up for all three outcomes, while posttest–follow-up differences were nonsignificant.

Conclusion: Mindfulness-based cognitive training appears to improve executive functions and reduce difficulties in emotion regulation and cognitive load among university students, possibly by strengthening attentional control and reducing engagement with distracting thoughts and emotions. The nonsignificant differences between posttest and follow-up suggest that the intervention effects were maintained for at least one month.