Research Initiation: Understanding Student Perceptions of Engineering Stress Culture (ESC)

研究启动：了解学生对工程压力文化 (ESC) 的看法

• 批准号: 1738186
• 负责人: Karin Jensen
• 金额: $ 19.64万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1738186&HistoricalAwards=false
• 关键词: Research; Initiation; Understanding; Student; Perceptions

Stress is a salient feature for undergraduate students that has negative effects on student performance, retention, and experience. Previous work has shown that engineering students perceive particularly high levels of stress and anxiety about their grades and course performance. While these studies have identified triggers of stress in individuals, the current project aims to unravel how stress is perceived and propagated as a social norm in engineering and the resulting impact on students. Specifically, the objective of the Engineering Stress Culture project is to understand how students perceive stress as part of the culture of engineering disciplines and how this impacts their development of a sense of inclusion in engineering and identity as engineers. The perception that stress is part of studying engineering or being an engineer is detrimental to student persistence and success in engineering disciplines. Understanding student perceptions of stress will improve student experience, performance, and retain talented students in the engineering disciplines.The goal of the Engineering Stress Culture project is to characterize the role of stress and identify the ways in which stress can impact students developing an engineering identity. Our study will explore the overall research question: How does the Engineering Stress Culture (ESC) impact students' perception of their engineering discipline or their level of identification with engineering? This two-year project will involve both quantitative surveys and qualitative interviews that will collectively elucidate the relationships between engineering student stress, identity, and inclusion. The results of the study will be used to understand how students experience stress as part of their engineering education and its impacts on forming an engineering identity. While sources of anxiety and stress for individual students have been documented, students' perception of stress being part of the culture of their discipline is not well-understood. Our proposed study will enhance our understanding by 1) characterizing students' perceptions of ESC and potential variation among majors and 2) determining the relationships between constructs including anxiety, stress, perceptions of inclusion, and identification with their engineering major. Understanding what students view as stressful and how students identify stress as an element of program culture will support the development of interventions to mitigate student stress. Interventions to reduce stress through program design and administration will benefit student recruitment, retention, and success, all of which will support efforts to broaden participation in engineering.

压力是本科生的一个显着特征，会对学生的表现、保留率和经验产生负面影响。之前的研究表明，工程专业的学生对其成绩和课程表现感到特别高的压力和焦虑。虽然这些研究已经确定了个人压力的触发因素，但当前的项目旨在揭示压力如何作为工程领域的社会规范被感知和传播，以及由此对学生产生的影响。具体来说，工程压力文化项目的目标是了解学生如何将压力视为工程学科文化的一部分，以及这如何影响他们对工程的包容感和工程师身份的发展。人们认为压力是学习工程或成为一名工程师的一部分，这不利于学生在工程学科中的坚持和成功。了解学生对压力的看法将改善学生的经历、表现，并留住工程学科的优秀学生。工程压力文化项目的目标是描述压力的作用，并确定压力如何影响学生发展工程身份。我们的研究将探讨总体研究问题：工程压力文化（ESC）如何影响学生对其工程学科的看法或对工程的认同水平？这个为期两年的项目将涉及定量调查和定性访谈，共同阐明工程专业学生的压力、身份和包容性之间的关系。研究结果将用于了解学生在工程教育中如何经历压力及其对形成工程身份的影响。虽然个别学生的焦虑和压力来源已被记录，但学生对压力作为其学科文化一部分的看法尚不清楚。我们提出的研究将通过以下方式增强我们的理解：1）描述学生对 ESC 的看法以及专业之间的潜在差异；2）确定构建之间的关系，包括焦虑、压力、包容性认知以及对工程专业的认同。了解学生认为什么是压力以及学生如何将压力视为项目文化的一个要素，将有助于制定减轻学生压力的干预措施。通过项目设计和管理来减轻压力的干预措施将有利于学生的招收、保留和成功，所有这些都将支持扩大工程参与度的努力。

项目成果

Work in Progress: Identifying Factors that Impact Student Experience of Engineering Stress Culture

正在进行的工作：确定影响学生工程压力文化体验的因素

• DOI: 10.18260/1-2--35645
• 发表时间: 2020
• 期刊: Work in Progress: Identifying Factors that Impact Student Experience of Engineering Stress Culture
• 作者: Mirabelli, Joseph;Kunze, Andrea;Ge, Julianna;Cross, Kelly;Jensen, Karin
• 通讯作者: Jensen, Karin

Work in Progress: Understanding Student Perceptions of Stress as part of Engineering Culture

正在进行的工作：了解学生对压力的看法作为工程文化的一部分

• 发表时间: 2018
• 期刊: American Society of Engineering Education Conference Proceedings
• 作者: Cross, Kelly J.;Jensen, Karin J.
• 通讯作者: Jensen, Karin J.

Board 73: Student Perceptions of Engineering Stress Culture

Board 73：学生对工程压力文化的看法

• DOI: 10.18260/1-2--32418
• 发表时间: 2019
• 期刊: Board 73: Student Perceptions of Engineering Stress Culture
• 作者: Jensen, Karin;Cross, Kelly
• 通讯作者: Cross, Kelly