The present study examined relationships between dispositional mindfulness, coping self-efficacy, and non-suicidal self-injury (NSSI) in 97 first-year university students (78.35 % female; Mage = 18.13 years; SD = 0.81). Participants were grouped according to whether they indicated engagement in NSSI within the last 12 months, or never having engaged in NSSI, resulting in a recent NSSI group (n = 35), and a comparison group (n = 62). Participants completed the Mindful Attention Awareness Scale (MAAS), the Coping Self-Efficacy Scale's (CSES) problem-focused and emotionfocused subscales, and the Inventory of Statements About Self-Injury (ISAS). Results obtained from Pearson's correlation analysis revealed that mindfulness was significantly and positively associated with students' perceived level of coping self-efficacy. Furthermore, students who reported having engaged in NSSI in the last 12 months (i.e., those in the recent NSSI group) reported significantly lower mindfulness and lower coping self-efficacy when compared to students with no NSSI. Interestingly, coping selfefficacy was found to fully mediate the relationship between dispositional mindfulness and NSSI. The present study shows preliminary evidence for the role of coping selfefficacy in explaining the relation between mindfulness and NSSI. Implications for future research and practice regarding mindfulness as a protective factor for NSSI via coping self-efficacy are discussed.

The transition to university is a stressful period for young adults; however, there has been limited research examining the predictive role of dispositional mindfulness in supporting first-year students’ adjustment to university. The current study sought to examine the relative contribution of gender, self-efficacy, perceived social support from friends and family, and dispositional mindfulness to domains of university adjustment (academic, social, personal or emotional, and institutional attachment). The sample consisted of 101 first-year university students (73% female; M = 18.20 years, SD = 0.79) and all data were collected using an online survey. Findings revealed dispositional mindfulness significantly predicted university adjustment even when controlling for self-efficacy and perceived social support. The present study is the first to provide empirical support for the protective role of dispositional mindfulness in university adjustment.

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