Mindfulness and Self-Efficacy in Predicting Academic Resilience among College Students

Abstract

Academic resilience, mindfulness, and self-efficacy are important constructs in the field of guidance and counseling, yet their relationships remain underexplored. This study examined the predictive roles of mindfulness and self-efficacy on academic resilience among college students during the 2020–2021 academic year. A descriptive–correlational research design was employed, involving 363 students from a state college in the Philippines who were aged 18 years and above. Data were gathered using the Mindfulness Attention Awareness Scale (MAAS), the General Self-Efficacy Scale (GSE), and the Academic Resilience Scale (ARS-30). Findings revealed that mindfulness significantly predicted academic resilience, indicating that higher levels of mindfulness are associated with greater academic resilience. In contrast, self-efficacy did not significantly predict academic resilience, suggesting that it does not directly contribute to resilience within this sample. These findings underscore the importance of fostering mindfulness to enhance students’ academic resilience and inform counseling interventions.