© 2022 Elsevier LtdAim: This research was conducted as a descriptive relational study to determine the effect of sense of coherence on mindful attention awareness and academic self-efficacy of nursing students. Method: The study was conducted with 410 students who were studying at the Faculty of Health Sciences of a university, who met the inclusion criteria and agreed to participate in the study. Introductory Information Form, Sense of Coherence Scale (SOC-13), Mindful Attention Awareness Scale (MAAS) and Academic Self-Efficacy Scale (ASES) were used to collect data. Ethics committee approval, institutional permission and informed consent of the students included in the study were obtained for the study. Results: In the study, the mean SOC score of the nursing students was 49.95 ± 10.30, the mean MAAS score was 56.57 ± 12.41 and the mean ASES score was 16.13 ± 2.96. It was determined that there was a moderately positive relationship between sense of coherence and mindful attention awareness and a very weak negative correlation between academic self-efficacy and sense of coherence and mindful attention awareness (p < 0.05). 36.4% of students' SOC scores are explained by MAAS and ASES. In our study, it was determined that the Grade point average (GPA) had a statistical effect on the SOC score. The interactions between GPA and choosing the nursing profession were found to be statistically significant (p < 0.001). Conclusion: As a result of the study, the student's sense of coherence, mindful attention awareness and academic self-efficacy scores were obtained at a moderate level. While there was a positive relationship between sense of coherence and GPA, there was a negative relationship between sense of coherence and academic self-efficacy. It can be recommended to plan interventions that will increase academic self-efficacy and to make plans so that students can realize and develop their own abilities in the university environment.