Date of Conferral

4-24-2026

Degree

Ph.D.

School

Psychology

Advisor

Jesus Tanguma

Abstract

Undergraduate nursing education presents ongoing challenges related to student stress and persistence, and the COVID-19 pandemic further complicated these existing challenges for many students and programs. In this quantitative, correlational, cross-sectional study, the relationships among state mindfulness, trait mindfulness, and academic self-efficacy in undergraduate nursing students were examined and whether state and trait mindfulness predicted academic self-efficacy was tested. Participants were recruited through nursing student Facebook groups and completed an anonymous SurveyMonkey questionnaire that included the State Mindfulness Scale, the Mindful Attention Awareness Scale, the Academic Behavioral Confidence Scale, and demographic items. Data were collected over 6 weeks ending August 1, 2025, and 72 complete cases were analyzed in the Statistical Package for Social Sciences, Version 30. State mindfulness significantly predicted academic self-efficacy when controlling for trait mindfulness, whereas trait mindfulness did not. Findings suggest that brief strategies that increase in-the-moment mindful awareness may support nursing students’ academic self-efficacy. Methodological implications include measuring state mindfulness close to the academic moment. Positive social change could include reducing stress, supporting student well-being, and promoting a healthier learning climate in nursing programs.

Download

Included in

Psychology Commons

Share

 
COinS