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Topic

Enhancing self-regulation in emerging adults: Exploring the impact of a self-regulation multi module intervention on emotion regulation, empathy, executive function and mood/anxiety symptoms

Department of Psychology

Date & location

• Tuesday, June 30, 2026

• 10:00 A.M.

• Virtual Defence

Reviewers

Supervisory Committee

• Dr. Colette Smart, Department of Psychology, ������Ƶ (Supervisor)

• Dr. Megan Ames, Department of Psychology, ������Ƶ (Member) 

External Examiner

• Dr. Sam Liu, School of Exercise Science, Physical Health & Education, ������Ƶ 

Chair of Oral Examination

• Dr. Alexandra Kitson, Department of Computer Science, ������Ƶ

   

Abstract

Self-regulation, the ongoing updating of cognitive, emotional, and behavioural states, is essential for well-being. It encompasses domains like emotion regulation and empathy. Executive function, a related construct, involves cognitive processes such as working memory, inhibition, and cognitive flexibility. Emerging adulthood (ages 18-25) is a critical period where prefrontal cortex maturation supports development of self-regulation skills. While research suggests that these skills are malleable during this period, mixed findings highlight the need to assess intervention efficacy among emerging adults. This study assessed the malleability of empathy, executive function, emotion regulation, and mood/anxiety symptoms following a six-week multi module self-regulation intervention, and further explored whether Adverse Childhood Experiences and Attention-Deficit/Hyperactivity Disorder moderated intervention outcomes. Data from 249 undergraduate students (aged 18-25 years; Mage =18.84) were analyzed. Students either completed surveys only as controls or, if training-interested were randomized to the intervention or waitlist (intervention n = 198, control n = 51). Participants completed baseline and follow-up self-report measures on empathy, executive function, emotion regulation, mood and anxiety, ACEs, and ADHD symptoms. Multi-level modelling revealed significant improvements in executive functioning and emotion regulation in the intervention group relative to the controls (ps < .05), with no significant effects observed for empathy or mood/anxiety models (ps > .05). ADHD and ACEs did not significantly moderate intervention-related changes for any outcomes. Findings suggest that a six-week self-regulation intervention strengthened facets of self-regulation; however, produced no improvement in empathy or mood/anxiety across time. These results support the implementation of a universal self-regulation intervention to improve executive functioning and emotion regulation in emerging adults. 

Keywords: Emerging Adulthood, Self-regulation, Executive Function, Intervention