Holistic Wellbeing and Belonging: Attempting to Untangle Stress and Wellness in Their Impact on Sense of Community in Engineering

Perkins, Heather; Gesun, Julianna; Scheidt, Matthew; Major, Justin Charles; Chen, John; Berger, Edward J.; Godwin, Allison

doi:10.1007/s42413-021-00149-z

Cited by 11 publications

(8 citation statements)

References 63 publications

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“…Being a student, the learning process constitutes a significant daily activity, and understanding the burden students face is crucial to prevent undesirable stressrelated impacts [12], [13]. Addressing students' mental health issues is imperative [14], [15], especially for engineering students, to prevent negative perceptions of stress and mental health [16]. Elevated stress levels can detrimentally affect academic performance and retention in academic programs [17], while also posing risks of further mental health issues and physical illnesses [18].…”

Section: Industrial Engineering Advance Research and Applicationmentioning

confidence: 99%

Mental workload analysis of Industrial Engineering students using Subjective Workload Assessment Technique (SWAT)

Leonardo,

Sarvia

2023

JISS UNTIRTA

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Mental stress can stem from uncontrolled physical demands, environmental factors, and social situations. In academic environments, this stress often impacts student performance, notably during lecture activities. This study aims to analyze the mental workload experienced by the 2020 class of Industrial Engineering students at a private university. Its goal is to identify factors contributing to students' mental workload and propose suggestions to address these challenges. The Subjective Workload Assessment Technique (SWAT) was utilized to assess mental workload through respondent evaluations. Additionally, a Fishbone Diagram was employed to pinpoint factors leading to increased mental workload in students. Questionnaires were distributed to all students enrolled in at least 18 credits during the odd semester of 2022-2023. The findings indicate that students of the 2020 class experience mental burden during both class and practicum activities. Specifically, class activities accounted for 46.78% in the time dimension and 25.77% in the effort dimension, while practicum activities accounted for 55.34% in the time dimension and 20.39% in the effort dimension. Stress levels were recorded at 27.45% for class activities and 24.27% for practicum activities. The analysis identifies various stress-inducing factors in teaching and learning activities, including challenges in studying quiz and practicum materials, active participation in practicum activities, completion of practicum reports, and effective communication with practicum partners. To address these challenges, several recommendations are proposed, such as restructuring lecture schedules, equitable distribution of assignments and quizzes throughout the semester, fostering effective time management, aligning credit loads with individual capacities, among other strategies.

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Section: Industrial Engineering Advance Research and Applicationmentioning

confidence: 99%

Mental workload analysis of Industrial Engineering students using Subjective Workload Assessment Technique (SWAT)

Leonardo,

Sarvia

2023

JISS UNTIRTA

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“…Student mental health is an urgent and critical issue (Perkins et al, 2021 ; Xiao et al, 2017 ). Stress, a commonly discussed dimension of mental health, has been reported by studies of undergraduate and graduate students to occur at high levels during academic training (Ganesan et al, 2018 ; Karyotaki et al, 2020 ; Mackie & Bates, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Undergraduate student perceptions of stress and mental health in engineering culture

et al. 2023

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Background Mental health for engineering undergraduates is an urgent topic for engineering educators. Narratives of engineering education requiring suffering may create or exacerbate problematic perceptions around stress and mental health in engineering. This study explored the roles of stress and mental health in engineering culture. We sought to explore: (1) how engineering students describe their experiences related to stress and mental health and (2) norms and expectations engineering students share about stress and mental health. Qualitative interview data were collected from 30 students who had previously responded to a college-wide survey. Results Codes related to experiences with stress and mental health in engineering were organized in a bioecological systems model and analyzed for emergent themes depicting engineering culture. The study identified three themes related to stress and mental health in engineering culture: (1) engineering workload as a defining stressor, (2) specific barriers that prevent engineering students from seeking help for mental health concerns, and (3) reliance on peers to cope with stress and mental health distress. Conclusions Our analysis provided insight into how engineering students perceive norms around stress and mental health in engineering and how this impacts help-seeking for mental health challenges. These findings have important implications for developing interventions and positive cultures that support student mental health.

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“…Also, it was examined whether some counterintuitive findings referred earlier could be explained based on stress profiles. As far as we know, there are no other studies examining the stress of university students by person-centered analysis, except a recent stress profile analysis study on engineering students (Perkins et al, 2021). The profile analysis groups people based on the similarity of their response patterns, unlike a variable-centered approach that focuses on constructs.…”

Section: Introductionmentioning

confidence: 99%

Do Psychological Resilience and Emotional Intelligence Vary Among Stress Profiles in University Students? A Latent Profile Analysis

2022

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The coronavirus/COVID-19 pandemic has brought about significant changes in the lifestyle of students. However, despite an extensive study of students’ life stress using a non-comprehensive scale and variable-centered approach, it has been little studied with a comprehensive scale and person-centered approach. Using the Student-Life Stress Inventory-revised (SSI-R), we analyzed students’ latent stress profiles and examined differences in psychological resilience and emotional intelligence by comparing stress profiles from a sample of 418 undergraduate and graduate students (aged 18–36) in various departments of eight universities in Turkey. We identified five distinct stress profiles, defined as an extremely low stress group (ELSG), a low stress group (LSG), a medium stress group (MSG), a high stress group (HSG), and an extremely high stress group (EHSG). We found that (1) MSG and HSG were similar in terms of emotional intelligence, resilience, and possession of high standards, and they reported higher levels of physiological, emotional, and behavioral reactions than ELSG and LSG; (2) MSG felt more pressure than HSG; (3) ELSG reported higher levels of emotional intelligence (wellbeing, self-control, and emotionality) than others. Also, EHSG reported lower levels of emotional intelligence (specifically self-control) than others; (4) whereas resilience was highly positively correlated to wellbeing, resilience and wellbeing were moderately negatively correlated to stress. Extremely low stress group and LSG reported higher levels of resilience than others. Medium stress group, HSG, and EHSG did not differ with regard to resilience and wellbeing. Our results suggest that, university students are able to maintain their functionality by coping up with stress in some ways, no matter how stressful they are. These findings are discussed in relation to the relevant literature.

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Holistic Wellbeing and Belonging: Attempting to Untangle Stress and Wellness in Their Impact on Sense of Community in Engineering

Cited by 11 publications

References 63 publications

Mental workload analysis of Industrial Engineering students using Subjective Workload Assessment Technique (SWAT)

Mental workload analysis of Industrial Engineering students using Subjective Workload Assessment Technique (SWAT)

Undergraduate student perceptions of stress and mental health in engineering culture

Do Psychological Resilience and Emotional Intelligence Vary Among Stress Profiles in University Students? A Latent Profile Analysis

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