Abstract:

Recent advances in educational neuroscience emphasize the relationship between cognitive functioning, emotional regulation, and learning environments. Within the Eco-Neurobiological framework, the brain is conceptualized as an adaptive, experience-dependent system shaped by stress exposure and regulatory practices. Executive functions such as working memory and attentional control are highly sensitive to fluctuations in emotional arousal and physiological stress. Although mindfulness interventions have been widely studied, limited experimental research has examined their immediate cognitive effects within teacher education contexts.

This study investigated the impact of a brief structured mindfulness session on cognitive performance and mood among pre-service elementary teachers (N = 36). Using a within-subjects experimental design, participants completed memory and psychometric performance tasks under two conditions:
(1) a control condition and
(2) a 15-minute guided mindfulness session involving focused breathing and body-awareness practice administered immediately prior to assessment.

Mood and perceived emotional regulation were measured using validated self-report scales. Assumptions of normality were confirmed (Shapiro–Wilk), and paired-samples t-tests were conducted to examine within-person differences between conditions.

Results revealed significant improvements following mindfulness practice. Memory performance increased substantially, t(35) = 9.17, p < .001, with a large effect size (Cohen’s d = 1.53). Psychometric task scores also improved (Mindfulness: M = 6.78, SD = 2.10; Control: M = 4.83, SD = 2.41). Participants reported enhanced mood and greater emotional regulation following the intervention. These findings suggest that even short regulatory practices may positively influence attentional engagement and working memory efficiency in academic settings.

From a neurobiological perspective, results are consistent with models linking stress reduction to improved prefrontal functioning and more efficient prefrontal–limbic interaction. Brief mindfulness practice may reduce physiological stress reactivity, thereby facilitating executive processes essential for academic performance and professional preparation.

In addition, the study contributes to growing evidence highlighting self-regulation as a foundational competence in teacher preparation. Pre-service teachers experience substantial academic and practicum-related stress that may compromise executive functioning and instructional clarity. Introducing structured mindfulness practice during training may enhance cognitive stability, emotional awareness, and professional readiness before teachers enter the classroom. The within-subject design strengthens internal validity by minimizing individual variability and enabling precise comparison between regulatory and non-regulatory states within the same participants.

Findings support integrating brief mindfulness practices into teacher preparation programs. Embedding structured regulatory exercises within higher education curricula may enhance well-being, professional competence, and instructional quality. This study contributes to neuroscience-informed teacher education by demonstrating measurable cognitive and emotional benefits within a controlled academic setting and offers implications for curriculum design and teacher development initiatives.

Keywords:

Mindfulness training, Within-person design, Cognitive performance, Emotional regulation, Self-regulation, Pre-service teachers.