Targeted mindfulness and self-compassion improve long-term stress reduction in distance learning students: a randomized trial

The targeted program was intentionally structured using cognitive learning theories-specifically Cognitive Load Theory to reduce extraneous processing and Spaced Repetition Theory to support memory consolidation-by emphasizing repetition of two core practices. The findings suggest that simplified, theory-informed mindfulness interventions may improve psychological resilience in cognitively burdened learners by facilitating deeper internalization and emotional regulation. This study contributes to educational psychology by demonstrating how instructional design grounded in cognitive theory can enhance mental health and support learners' capacity to manage stress in demanding academic contexts.