Emerging adulthood is a time of significant transition, and the COVID-19 pandemic exacerbated this time of instability for many individuals. College students are increasingly seeking counseling services for heightened anxiety, depleted motivation, and increased academic distress and procrastination. It is essential for universities to identify effective prevention and intervention programs to support students with these concerns. Group-based mindfulness training may be the key to improved academic-related beliefs, behaviors, and outcomes. This study first explored the relationships between dispositional mindfulness, motivation, academic self-efficacy, procrastination, and academic outcomes. Building upon existing literature, the second aim was to identify whether mindfulness would have incremental validity over motivation for academic-self efficacy and procrastination. The third aim was to explore mediations among mindfulness and motivation, self-efficacy, and procrastination. The results indicated significant relationships between all identified variables. Mindfulness, motivation, self-efficacy, and procrastination contributed to 20% of the change in GPA, whereas self-efficacy was the strongest predictor. Mindfulness exhibited incremental validity over motivation for self-efficacy and procrastination. Additionally, motivation mediated the relationship between mindfulness and motivation (partial), and self-efficacy mediated between mindfulness and motivation (partial) and mindfulness and procrastination (partial). Implications address the possible benefits of mindfulness training for college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]