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Articles
DOI: 10.32806/jkpi.v7i1.975
Submitted: 07-06-2025
Published: 10-02-2026

APPLICATION OF MINDFULNESS-BASED COGNITIVE THERAPY (MBCT) TO IMPROVE SELF-REGULATION IN STUDENTS EXPERIENCING SCHOOL DISENGAGEMENT: A LITERATURE REVIEW

Uninersitas Negeri Jakarta
Translators
Universitas Negeri Jakarta
Universitas Negeri Jakarta
Mindfulness-Based Cognitive Therapy, Self-regulation, School Disengagements, psychological Interventions

Abstract

School disengagement is a common problem, which can negatively impact students' motivation, academic performance, and emotional well-being. Mindfulness-based cognitive therapy has shown promise for addressing these challenges by improving self-regulation and reducing school disengagement. This systematic review analyzed recent literature (2019-2025) from databases such as Google Scholar, Scopus, and PubMed, by selecting relevant studies through PRISMA. Findings showed that mindfulness-based cognitive therapy significantly improved emotion regulation, awareness, and coping strategies, while reducing anxiety and stress among students, and promoting increased engagement in learning. OveralSchool disengagement is a common problem, which can negatively impact students' motivation, academic performance, and emotional well-being. Mindfulness-based cognitive therapy has shown promise for addressing these challenges by improving self-regulation and reducing school disengagement. This systematic review analyzed recent literature (2019-2025) from databases such as Google Scholar, Scopus, and PubMed, by selecting relevant studies through PRISMA. Findings showed that mindfulness-based cognitive therapy significantly improved emotion regulation, awareness, and coping strategies, while reducing anxiety and stress among students, and promoting increased engagement in learning. Overall, mindfulness-based cognitive therapy is an effective approach to improve self-regulation and reduce student disengagement in school. The potential integration of mindfulness-based cognitive therapy in psychological prevention and intervention programs in the school setting is important to support the improvement of students' well-being and academic success, particularly through strengthening self-regulation skills and reducing factors that lead to school disengagement.l, mindfulness-based cognitive therapy is an effective approach to improve self-regulation and reduce student disengagement in school. The potential integration of mindfulness-based cognitive therapy in psychological prevention and intervention programs in the school setting is important to support the improvement of students' well-being and academic success, particularly through strengthening self-regulation skills and reducing factors that lead to school disengagement.

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How to Cite

Dabur, K. S., Wahyuni, E., & Karsih, K. (2026). APPLICATION OF MINDFULNESS-BASED COGNITIVE THERAPY (MBCT) TO IMPROVE SELF-REGULATION IN STUDENTS EXPERIENCING SCHOOL DISENGAGEMENT: A LITERATURE REVIEW. Jurnal Konseling Pendidikan Islam, 7(1), 619–634. https://doi.org/10.32806/jkpi.v7i1.975