Comparing the Effects of Technology-Based Psychoeducation on Emotion Regulation Skills and Mindfulness

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Abstract

This study examined the comparative effectiveness of face-to-face and technology-based psychoeducation programs in improving emotion regulation and mindfulness among university students. A quasi-experimental design was employed with three groups (face-to-face, technology-based, control) and three measurement points (pre-test, post-test, follow-up). Each intervention group comprised 15 participants, while the control group received no program. Emotion regulation and mindfulness were assessed using standardized scales administered at all time points. Results indicated significant improvements in both intervention groups relative to the control, with gains maintained at follow-up. The findings suggest that psychoeducation programs may be effective in enhancing emotion regulation and mindfulness, and they indicate that technology-based approaches could be valuable alternatives to traditional delivery methods.

Author

• Sümeyye Eliz Burhan Karacan, Istanbul Aydin University