Effects of Self-Coaching Competency on Self-efficacy, Psychological Well-being, and Mindfulness among College Students

This study examined the predictive relationships among self-coaching competency, self-efficacy, psychological well-being, and mindfulness among college students. A total of 328 third- and fourth-year undergraduates attending a university in Seoul, South Korea, completed validated self-report measures of self-coaching competency, self-efficacy, psychological well-being, and mindfulness during the first semester of the 2025 academic year, with data collected between May 27 and June 2, 2025. Pearson product-moment correlations and simple linear regression analyses were conducted to examine the relationships among the variables. The results revealed significant positive correlations among all study variables, with self-coaching competency emerging as a significant positive predictor of self-efficacy, psychological well-being, and mindfulness. These findings extend the existing literature by providing direct empirical evidence that the capacity to coach oneself effectively is associated with enhanced psychological functioning across multiple domains. The present study underscored the theoretical and practical importance of cultivating self-coaching competency in college student populations and highlighted its potential as a high-leverage target for educational interventions.