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Updated: Feb 5, 2026

Brain Imaging Investigation of the Neural Correlates of Emotion Regulation
Published on: August 26, 2011
Mindfulness and emotion regulation: promoting well-being during the transition to college
Lucy Finkelstein-Fox1, Crystal L Park1, Kristen E Riley1,2
1a Department of Psychological Sciences , University of Connecticut , Storrs , CT , USA.
Background And Objectives:
Managing stress is very important for first-year college students adjusting to undergraduate life. Aspects of emotion regulation, including mindfulness and the ability to regulate distressing emotion adaptively, often correlate positively with well-being. However, little research has examined overlapping and/or distinct effects of these constructs in predicting changes in adjustment over a stressful transition. Thus, the present study examined the contributions of mindfulness and adaptive emotion regulation abilities in maintaining well-being during the transition to college. We further examined experience with mind-body practices, which may promote mindfulness and positive adjustment.
Design:
Online surveys were administered to 158 undergraduates near the beginning and end of their first semester.
Methods:
Near semester start and end, students reported levels of mindfulness, adaptive emotion regulation abilities, emotional and spiritual well-being, and experience with mind-body practices.
Results:
Compared to mindfulness, adaptive emotion regulation abilities largely demonstrated stronger cross-sectional and longitudinal associations with well-being. However, mindfulness uniquely protected against changes in depression for students with greater emotion regulation difficulties. Over half of participants reported having tried mind-body practices, but just 1% reported current use.
Conclusions:
Promoting mindfulness practices and adaptive emotion regulation abilities at the start of college may build resilience in undergraduate students.
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