Mindfulness, Self-Efficacy, and Mental Health Among First-Year College Art and Design Students

Abstract

ABSTRACT Mindfulness is a tool increasingly used to reduce stress and anxiety in the college student population. This study investigated the effects of mindfulness and self-efficacy on mental health outcomes (i.e. anxiety, depression, stress) among 186 first-year art and design students. Researchers examined whether state mindfulness and self-efficacy were predictive of measures of mental health, and if self-efficacy acted as a moderator between levels of mindfulness and mental health. Demographic variables were explored as covariates. Results showed that mindfulness was a statistically significant predictor of anxiety, stress, and depression, while controlling for potential covariates. Self-efficacy was not a significant predictor. Gender identity moderated the relationship between mindfulness and anxiety. Self-efficacy did not moderate the relationship between mindfulness and mental health outcomes. The current findings support the use of mindfulness practice among art and design students. Colleges are encouraged to provide offerings aimed at increasing mindfulness. Limitations and research directions are discussed.