Implementation and Feasibility of a Group Mindfulness Intervention for Undergraduate Engineering Students.
Saved in:
| Title: | Implementation and Feasibility of a Group Mindfulness Intervention for Undergraduate Engineering Students. |
|---|---|
| Authors: | DALTON, ELIZABETH DOLIN1, ESTRADA, TOMÁS1 |
| Source: | Advances in Engineering Education. 2023, Vol. 11 Issue 1, p53-76. 24p. |
| Subject Terms: | *Engineering students, *Undergraduates, *Mental health of students, *Engineering education, Mindfulness, Mental health |
| Abstract: | Students' mental health and well-being are increasingly recognized as urgent and important needs in engineering education. Mindfulness-based interventions, in which students learn and practice present-focused techniques such as meditation and deep breathing, have been demonstrated to positively affect college students' well-being. The use of such interventions for engineering students specifically, however, has not been thoroughly examined. In this work, we examine the feasibility and utility of a group-based mindfulness intervention for 48 undergraduate engineering students. Participants completed four weekly, one-hour group mindfulness sessions led by the study authors. Qualitative and quantitative data were collected before and after the intervention to assess the impact of the intervention on participants' trait mindfulness, perceived stress, intellectual curiosity and exploration, and weekly mindfulness practices. Compared to participants in a control condition, participants engaging in the group intervention demonstrated an increase in trait mindfulness and weekly mindfulness practice, and lower perceived stress. The intervention did not have a significant impact on participants' intellectual curiosity and exploration. The group mindfulness intervention was well-received, with a majority of participants attending all four sessions, rating them as helpful, and reporting that they would retain the length and frequency of the sessions. Results suggest that group-based mindfulness practices may be a feasible way to support the well-being of undergraduate engineering students. We conclude with a discussion of the applications and implications of this work for other educators. [ABSTRACT FROM AUTHOR] |
| Copyright of Advances in Engineering Education is the property of ASEE 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 162100983 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Implementation and Feasibility of a Group Mindfulness Intervention for Undergraduate Engineering Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22DALTON%2C+ELIZABETH+DOLIN%22">DALTON, ELIZABETH DOLIN</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22ESTRADA%2C+TOMÁS%22">ESTRADA, TOMÁS</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Advances+in+Engineering+Education%22">Advances in Engineering Education</searchLink>. 2023, Vol. 11 Issue 1, p53-76. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Mental+health+of+students%22">Mental health of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Mindfulness%22">Mindfulness</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Students' mental health and well-being are increasingly recognized as urgent and important needs in engineering education. Mindfulness-based interventions, in which students learn and practice present-focused techniques such as meditation and deep breathing, have been demonstrated to positively affect college students' well-being. The use of such interventions for engineering students specifically, however, has not been thoroughly examined. In this work, we examine the feasibility and utility of a group-based mindfulness intervention for 48 undergraduate engineering students. Participants completed four weekly, one-hour group mindfulness sessions led by the study authors. Qualitative and quantitative data were collected before and after the intervention to assess the impact of the intervention on participants' trait mindfulness, perceived stress, intellectual curiosity and exploration, and weekly mindfulness practices. Compared to participants in a control condition, participants engaging in the group intervention demonstrated an increase in trait mindfulness and weekly mindfulness practice, and lower perceived stress. The intervention did not have a significant impact on participants' intellectual curiosity and exploration. The group mindfulness intervention was well-received, with a majority of participants attending all four sessions, rating them as helpful, and reporting that they would retain the length and frequency of the sessions. Results suggest that group-based mindfulness practices may be a feasible way to support the well-being of undergraduate engineering students. We conclude with a discussion of the applications and implications of this work for other educators. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Advances in Engineering Education is the property of ASEE 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=162100983 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18260/3-1-1153-36039 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 53 Subjects: – SubjectFull: Engineering students Type: general – SubjectFull: Undergraduates Type: general – SubjectFull: Mental health of students Type: general – SubjectFull: Engineering education Type: general – SubjectFull: Mindfulness Type: general – SubjectFull: Mental health Type: general Titles: – TitleFull: Implementation and Feasibility of a Group Mindfulness Intervention for Undergraduate Engineering Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: DALTON, ELIZABETH DOLIN – PersonEntity: Name: NameFull: ESTRADA, TOMÁS IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 19411766 Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Advances in Engineering Education Type: main |
| ResultId | 1 |
