Effects of a Breathing-Based Stress Reduction Intervention on State Stress and Error Detection Performance in Pre-Service Teachers and Psychology Students

This preregistered experimental study investigates whether a brief breathing-based stress reduction intervention influences state stress and cognitive performance in an error detection task. University students enrolled in teacher education (pre-service teachers) or psychology programs are randomly assigned to either a breathing exercise or a neutral control condition. State stress is measured before and after the intervention (STAI-6). Subsequently, participants complete an error detection task based on a student essay. The study examines whether stress reduction improves error detection accuracy and reduces subjective state stress.