The Examination of Relationship Between Middle School Students’ Emotion Regulation Skills and Mindfulness Level

Abstract

Emotion regulation and mindfulness have been gaining importance as two different problematic. There are studies reporting that emotion regulation helps students to develop health behavior patterns. Similarly, there are studies reporting that mindfulness has a positive impact on emotion regulation. The present study is a part of this literature since it examines the relationship between two constructs. The aim this study is to examine the relationship between middle school students’ emotion regulation abilities and mindfulness level. This correlational study gathers its data from randomly selected 345 students. Findings indicate that there is a significant association between emotion regulation and mindfulness. The study concludes that mindfulness intervention programs should be developed and put in use in order to develop students’ emotion regulation capacities