Mindfulness as a mediator between psychological distress and well-being among university students

University is a challenging environment for young people due to the socio-emotional and academic demands that characterize university education. University students often experience psychological distress due to high levels of stress, which can sometimes lead to mental health problems such as chronic exhaustion, anxiety symptoms, depression, hopelessness, and increased risk of suicide. The purpose of this study was to examine the role of mindfulness as a mediator between psychological distress and well-being in university students. A non-probabilistic sample of 1113 university students was achieved. The mean age was 19.58 years (SD = 3.22). Data were collected using validated self-report instruments: the Five Facet Mindfulness Questionnaire (FFMQ), the Patient Health Questionnaire-4 (PHQ-4), the Perceived Stress Scale-10 (PSS-10), and the WHO-5 Well-Being Index. The structural equation model indices demonstrated an adequate to excellent model fit, supporting the theoretical structure of the proposed model. Path analysis revealed a significant indirect effect of psychological distress and stress on psychological well-being through the facets of Acting with Awareness and Non-Reactivity. These findings lend support to the notion that mindfulness functions as a psychological mechanism that mitigates the impact of psychological distress in university students and promotes states of well-being. Highlighting the need to implement psychoeducational and psychological strategies in universities that promote the practice of mindfulness. These strategies could significantly contribute to the reduction of symptoms of stress, anxiety, and depression, thus promoting well-being of students in their academic environment.