Relationship between Mindfulness and Academic Self-efficacy of University Students

Abstract

The goal of the study was to explore the relationship between mindfulness, and academic self-efficacy of university students. Correlational research was selected as a research design. The questionnaires were used to collect data. Both public and private university students filled out the questionnaire with the general demographic options Name of the institution, Nature of Institute, Gender, and age. The total population was 2746 students, 852 from private and 1894 from public universities. A sample of 550 was selected. The instrument consisted of three parts; the first part consisted of demographic information. The second part comprised of the Mindful Attention Awareness Scale and the third part comprised Academic Self- Efficacy Questionnaire. Data was collected through questionnaires by survey method. Both inferential and descriptive statistics were applied to analyze the data. Linear regression analysis was used to determine the relationship of variables and an independent sample t-test was used to determine the difference between the demographic variables such as gender and nature of institution. Results showed significant relationship between mindfulness and academic self-efficacy.