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**Introduction**

In recent years, the importance of emotional regulation in academic success and overall well-being has gained increasing recognition in the field of education. As students navigate the challenges of academic pressure, social relationships, and personal growth, the ability to effectively manage their emotions becomes crucial for their success. School-based mindfulness programs have emerged as a promising intervention to support students in developing emotional regulation skills. Mindfulness, defined as the intentional and non-judgmental awareness of the present moment, has been shown to improve emotional regulation, reduce stress, and enhance overall well-being.

This thesis aims to explore the influence of school-based mindfulness programs on student emotional regulation. By examining the effectiveness of these programs in enhancing students’ emotional regulation skills, this research seeks to contribute to the growing body of literature on mindfulness in education. Through a review of existing literature, an exploration of research methodology, and a discussion of findings, this thesis will provide valuable insights into the potential benefits of mindfulness programs for students’ emotional regulation.

**Table of Contents**

**Chapter 1: Introduction**
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of Terms

**Chapter 2: Literature Review**
2.1 Historical Overview of Mindfulness in Education
2.2 Theoretical Framework of Emotional Regulation
2.3 Benefits of Mindfulness Programs for Emotional Regulation
2.4 Factors Influencing the Effectiveness of Mindfulness Programs
2.5 Empirical Studies on School-based Mindfulness Programs
2.6 Criticisms and Challenges of Mindfulness in Schools
2.7 Mindfulness-Based Interventions for Specific Populations
2.8 Integration of Mindfulness in School Curriculum
2.9 Gaps in Current Literature
2.10 Theoretical Implications for Future Research

**Chapter 3: Research Methodology**
3.1 Research Design
3.2 Participants
3.3 Instruments
3.4 Data Collection Procedures
3.5 Data Analysis Techniques
3.6 Ethical Considerations
3.7 Validity and Reliability
3.8 Limitations of Methodology

**Chapter 4: Findings**
4.1 Descriptive Statistics
4.2 Analysis of Results
4.3 Comparison with Existing Literature
4.4 Interpretation of Findings
4.5 Implications for Practice
4.6 Recommendations for Future Research

**Chapter 5: Conclusion**
5.1 Summary of Findings
5.2 Implications for Education Policy
5.3 Recommendations for Practitioners
5.4 Future Directions for Research
5.5 Conclusion

This thesis will provide a comprehensive examination of the influence of school-based mindfulness programs on student emotional regulation. By synthesizing current research, analyzing empirical data, and offering recommendations for future research and practice, this study aims to shed light on the potential benefits of mindfulness interventions in education.

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