Background: Anxiety and social adjustment difficulties are among the most common psychological challenges faced by university students, which can negatively affect academic performance, interpersonal relationships, and overall mental health. Mindfulness and emotion regulation training have recently gained attention as promising approaches to reducing anxiety and promoting adaptive functioning. Objective: The present study aimed to examine the effectiveness of mindfulness-based emotion regulation training on reducing anxiety and improving social adjustment among university students. Methods: This quasi-experimental study employed a pre-test, post-test, and control group design. Forty-five students were selected through convenience sampling and randomly assigned to two experimental and one control group. The experimental group received eight 90-minute sessions of mindfulness-based emotion regulation training, while the control group received no intervention. Data were collected using the Beck Anxiety Inventory (BAI) and the Bell Adjustment Inventory (SAS) and analyzed using multivariate analysis of covariance (MANCOVA) with SPSS version 26. Results: The findings showed that mindfulness-based emotion regulation training led to a significant decrease in anxiety levels and an increase in social adjustment compared to the control group (p < 0.05). Conclusion: Mindfulness-based emotion regulation training can be considered an effective psychological intervention to reduce anxiety and enhance social adjustment among university students. Integrating such programs into university counseling and health services may improve students’ mental health and adaptive functioning.

Mindfulness Emotion Regulation Anxiety Social Adjustment University Students