Goal setting as a means of improved mental health outcomes for materials and mechanical engineering students
Goal setting as a means of improved mental health outcomes for materials and mechanical engineering students
复制标题
目标设定是改善材料和机械工程专业学生心理健康结果的一种手段
DOI：
--
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Dr. Nicole Johnson
中科院分区：
文献类型：
--
作者：
Dr. Nicole Johnson
大学生的心理健康是工程项目中日益关注的问题。最近在西方一家大型公共机构进行的一项研究发现，在接受心理健康调查（n~700）的工程专业学生中，有38%被筛选为严重精神疾病的高风险。当按专业细分时，25%的材料工程专业学生受访者处于高风险状态，28%的机械工程专业学生受访者处于高风险状态，而整个工程专业人口的这一比例为38%。为了解决这个问题，我们设计了一项研究，以了解材料工程和机械工程专业学生的重要心理健康目标。本研究试图回答以下问题：1）什么类型的目标，与心理健康，是重要的材料工程和机械工程的学生和2）纳入心理健康的任务，提高学生的广义自我效能感的信念？我们的研究结果表明，参与者的心理健康目标集中在八个方面，并侧重于睡眠和锻炼等身体健康方面。虽然我们没有观察到心理健康行动计划分配的自我效能感有统计学意义的增加，但与初始自我效能感得分较高的学生相比，初始自我效能感得分较低的学生表现出更大的增长。这一结果表明，这些类型的作业可能会优先受益于低自我效能感的学生。
The mental well-being of undergraduate students is a growing concern among engineering programs. A recent study at a large public institution in the West found that 38% of engineering students who responded to a mental health survey (n~700) screened as high risk of serious mental illness. When broken down by major, 25% of the materials engineering student respondents were at high risk, and 28% of the mechanical engineering student respondents were at high risk, compared to 38% for the overall engineering population. To address this problem, we designed a study to understand the mental wellness goals important to materials engineering and mechanical engineering students. This study sought to answer the following questions: 1) what types of goals, related to mental well-being, are important to materials engineering and mechanical engineering students and 2) does incorporating a mental wellbeing assignment improve students’ generalized self-efficacy beliefs? Our results indicate that participants’ mental health goals centered around eight areas and focused on aspects of physical health such as sleep and exercise. While we did not observe a statistically significant increase in self-efficacy with the mental health action plan assignment, students with lower initial self-efficacy scores showed bigger increases compared to students with higher initial self-efficacy scores. This result suggests that these types of assignments may preferentially benefit students with low self-efficacy.