Examining the impact of mindfulness on dispositional hope among university students is highly valuable in understanding their future-oriented attitudes and psychological resilience. Mindfulness refers to the ability to accept and become aware of the present moment without judgment. This skill helps students remain calm, balanced, and objective in stressful or uncertain situations. As a result, individuals can develop healthier coping strategies and maintain hope by accepting current circumstances without being overwhelmed by negative emotions. Dispositional hope is the capacity to maintain positive expectations and a belief in achieving goals despite challenges faced in life. The university period is filled with academic pressures, identity development, career uncertainties, and social difficulties; therefore, maintaining hope during this phase plays a critical role in supporting psychological well-being. Mindfulness practices help individuals break out of negative thought cycles, reduce anxiety, and adopt a more positive outlook on the future by accepting the present moment as it is.

Recognizing the importance of this relationship can form the foundation of intervention programs within universities. Mindfulness-based education programs and group activities should be widely implemented to reduce stress levels and support hope among students. These programs can cultivate students’ abilities to observe their thoughts, accept their emotions, remain present, and develop effective coping strategies. In parallel, hope-centered psychoeducational sessions can support students in setting future goals, overcoming obstacles, and enhancing their motivation for achievement. Integrating mindfulness practices into academic advising processes can strengthen students’ internal motivation and psychological resilience.

The aim of this study is to investigate the relationship between mindfulness and dispositional hope among students from various faculties at Istanbul University-Cerrahpaşa during the 2024–2025 academic year. A total of 500 students participated in the study. Pearson correlation analysis and regression analysis were conducted to determine the relationships. The robust estimator Newey-West algorithm was applied to meet the assumptions of the regression analysis. Since the dimension score values had p>0.05, the data were found to follow a normal distribution. The Pearson correlation analysis revealed a significant positive relationship of 44.7% between mindfulness and dispositional hope. The regression analysis showed that mindfulness had a significant positive effect on dispositional hope (β=0.471, p<0.01).

To strengthen the relationship between mindfulness and dispositional hope among university students, mindfulness-based education programs and group activities should be widely implemented within the university environment. These programs should aim to enhance students' abilities to notice the present moment, observe their thoughts, accept their emotions, and remain grounded in the present, thereby equipping them with positive coping strategies for stressful situations. At the same time, hope-focused psychoeducational sessions can support students in setting future goals, overcoming obstacles, and maintaining motivation for success. By integrating mindfulness practices into academic advising processes, students' intrinsic motivation can be increased and their psychological resilience strengthened.

Keywords: Mindfulness, Dispositional Hope, University Students, Statistical Analysis.