Role of Mindfulness Practices in Enhancing Emotional Regulation and Social Interaction in Adolescents

Authors

  • Dr Zulfiqar Ullah Siddiqi

Keywords:

Mindfulness, adolescents, emotional regulation, social interaction, meditation, peer relationships, psychological development, stress resilience, self-awareness, behavioral improvement

Abstract

In recent years, the prevalence of emotional dysregulation and poor social interaction among adolescents has become a pressing global concern. Adolescents, undergoing a critical stage of neurodevelopment, are particularly vulnerable to emotional volatility and interpersonal challenges. This study investigates the role of mindfulness practices—such as meditation, breathing exercises, and mindful movement—in promoting emotional stability and enhancing social behaviors. A total of 300 students, aged 13 to 18, from five secondary schools in urban India were surveyed using standardized tools such as the Emotional Regulation Questionnaire (ERQ) and Social Interaction Scale (SIS). Participants who engaged regularly in mindfulness activities demonstrated significantly improved self-awareness, emotional regulation, and peer communication skills compared to their non-practicing counterparts. Gender-wise analysis revealed that females showed greater improvement in emotional regulation, while males benefited more in areas of assertive communication and peer bonding. The findings support the integration of mindfulness-based programs into school curricula as a proactive tool for psychosocial development during adolescence

Metrics

Metrics Loading ...

References

Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143.

Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281–291.

Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre- and early adolescents. Mindfulness, 1(3), 137–151.

Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood. Mindfulness, 3(3), 231–241.

Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students. Journal of Applied School Psychology, 21(1), 99–125.

Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools. Journal of Positive Psychology, 5(4), 264–274.

Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A review of current research. Journal of Child and Family Studies, 19(2), 133–144.

Oberle, E., & Schonert-Reichl, K. A. (2016). Social and emotional learning: Recent research and practical strategies. Current Opinion in Psychology, 10, 1–5.

Singh, N. N., Lancioni, G. E., Winton, A. S., & Singh, J. (2007). Mindfulness training for adolescents with conduct disorder. Behavior Modification, 31(4), 478–496.

Choudhury, S. M., & Bose, R. (2022). Effect of mindfulness practice on school-going adolescents in India. Indian Journal of Psychology and Education, 12(1), 45–59.

Downloads

Published

2025-09-11

How to Cite

Dr Zulfiqar Ullah Siddiqi. (2025). Role of Mindfulness Practices in Enhancing Emotional Regulation and Social Interaction in Adolescents. International Journal of Behavioral Social and Movement Sciences Established in March 2014 | Published Quarterly (March, June, September, December), 13(01), 9–16. Retrieved from https://ijobsms.org/index.php/ijobsms/article/view/523

Issue

Vol. 13 No. 01 (2024): JAN-MARCH 2024

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

© 2025 International Journal of Behavioral Social and Movement Sciences. All Rights Reserved.

All content published in this journal, including articles, images, and other intellectual property, is protected by copyright law. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means without the prior written permission of the publisher.

For permissions and inquiries, please contact us at: editor@theuniversityacademics.com

 

License Terms for Publications in International Journal of Behavioral Social and Movement Sciences

By submitting an article to the International Journal of Behavioral Social and Movement Sciences, authors agree to the following terms:

  1. License Grant:

    • Authors retain copyright for their work. However, by submitting their work, authors grant the journal a non-exclusive, worldwide, royalty-free license to publish, reproduce, distribute, display, and otherwise use the article in any form and medium (print or digital) in perpetuity.

  2. Open Access:

    • Articles published in this journal are made freely available to the public under the terms of an open-access license. The journal allows anyone to access, download, copy, distribute, print, search, or link to the full text of the articles.

  3. Attribution:

    • Authors are required to provide proper citation and attribution to the original article when reusing or referencing content. The attribution should include the author(s), title of the article, journal name, volume, issue, and publication year.

  4. Reuse of Material:

    • Authors may reuse their published work for non-commercial purposes, including reprinting in other publications or personal websites, provided proper attribution is given to the original publication.

  5. Creative Commons License:

    • The journal may publish articles under a Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows others to remix, adapt, and build upon the work, even for commercial purposes, as long as they give appropriate credit to the original author(s).

  6. Peer Review:

    • The submitted article will undergo a thorough peer-review process, and the final decision regarding publication rests with the editorial board of the journal.

  7. Withdrawal:

    • Once accepted for publication, articles may only be withdrawn with the approval of the editorial board and must not be published elsewhere in any form without prior written consent.