Inner engineering: Evaluating the utility of mindfulness training to cultivate intrapersonal and interpersonal competencies among first‐year engineering students.
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| Title: | Inner engineering: Evaluating the utility of mindfulness training to cultivate intrapersonal and interpersonal competencies among first‐year engineering students. |
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| Authors: | Huerta, Mark V.1 (AUTHOR) markhuerta@asu.edu, Carberry, Adam R.2 (AUTHOR) adam.carberry@asu.edu, Pipe, Teri3 (AUTHOR) teri.pipe@asu.edu, McKenna, Ann F.2 (AUTHOR) ann.mckenna@asu.edu |
| Source: | Journal of Engineering Education. Jul2021, Vol. 110 Issue 3, p636-670. 35p. |
| Subject Terms: | *Engineering students, *Engineering education, *Career development, Mindfulness, Occupational achievement |
| Abstract: | Background: There is clear consensus among influential education reports that an expansive range of intrapersonal (e.g., self‐regulation) and interpersonal competencies (e.g., empathy) highly influence educational and career success. Research on teaching and learning these competencies is limited in engineering education. Purpose/Hypothesis: This study explores the impacts of a mindfulness training program on first‐year engineering students and aims to understand potential impacts on the development of intrapersonal and interpersonal competencies. Design/Method: A four‐session mindfulness‐based program was designed, developed, and facilitated to cultivate intrapersonal and interpersonal competencies. Qualitative data were collected from a total of 35 students through a post‐survey (n = 32), 3‐month follow‐up survey (n = 24), and interviews (n = 18). A thematic analysis process accompanied by validity and trustworthiness checks was employed to analyze the data. Results: The results suggest that the majority of students became more mindful, which led to improved intrapersonal competencies (e.g., self‐regulation, focus, resilience, and well‐being) and interpersonal competencies (e.g., empathy, communication, teamwork, and leadership). Discussion/Conclusions: The study provides compelling evidence that mindfulness training can support the development of intrapersonal and interpersonal competencies among engineering students, which can support their overall academic experience, personal, and professional development. Future design and development work will be needed to evaluate the integration and scalability potential of mindfulness training within engineering programs. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151816866 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Inner engineering: Evaluating the utility of mindfulness training to cultivate intrapersonal and interpersonal competencies among first‐year engineering students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Huerta%2C+Mark+V%2E%22">Huerta, Mark V.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> markhuerta@asu.edu</i><br /><searchLink fieldCode="AR" term="%22Carberry%2C+Adam+R%2E%22">Carberry, Adam R.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> adam.carberry@asu.edu</i><br /><searchLink fieldCode="AR" term="%22Pipe%2C+Teri%22">Pipe, Teri</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> teri.pipe@asu.edu</i><br /><searchLink fieldCode="AR" term="%22McKenna%2C+Ann+F%2E%22">McKenna, Ann F.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> ann.mckenna@asu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Engineering+Education%22">Journal of Engineering Education</searchLink>. Jul2021, Vol. 110 Issue 3, p636-670. 35p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Mindfulness%22">Mindfulness</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+achievement%22">Occupational achievement</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: There is clear consensus among influential education reports that an expansive range of intrapersonal (e.g., self‐regulation) and interpersonal competencies (e.g., empathy) highly influence educational and career success. Research on teaching and learning these competencies is limited in engineering education. Purpose/Hypothesis: This study explores the impacts of a mindfulness training program on first‐year engineering students and aims to understand potential impacts on the development of intrapersonal and interpersonal competencies. Design/Method: A four‐session mindfulness‐based program was designed, developed, and facilitated to cultivate intrapersonal and interpersonal competencies. Qualitative data were collected from a total of 35 students through a post‐survey (n = 32), 3‐month follow‐up survey (n = 24), and interviews (n = 18). A thematic analysis process accompanied by validity and trustworthiness checks was employed to analyze the data. Results: The results suggest that the majority of students became more mindful, which led to improved intrapersonal competencies (e.g., self‐regulation, focus, resilience, and well‐being) and interpersonal competencies (e.g., empathy, communication, teamwork, and leadership). Discussion/Conclusions: The study provides compelling evidence that mindfulness training can support the development of intrapersonal and interpersonal competencies among engineering students, which can support their overall academic experience, personal, and professional development. Future design and development work will be needed to evaluate the integration and scalability potential of mindfulness training within engineering programs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/jee.20407 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 35 StartPage: 636 Subjects: – SubjectFull: Engineering students Type: general – SubjectFull: Engineering education Type: general – SubjectFull: Career development Type: general – SubjectFull: Mindfulness Type: general – SubjectFull: Occupational achievement Type: general Titles: – TitleFull: Inner engineering: Evaluating the utility of mindfulness training to cultivate intrapersonal and interpersonal competencies among first‐year engineering students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Huerta, Mark V. – PersonEntity: Name: NameFull: Carberry, Adam R. – PersonEntity: Name: NameFull: Pipe, Teri – PersonEntity: Name: NameFull: McKenna, Ann F. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 10694730 Numbering: – Type: volume Value: 110 – Type: issue Value: 3 Titles: – TitleFull: Journal of Engineering Education Type: main |
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