Effect of Dispositional Mindfulness on Perceived Stress Scores of Engineering Students: An Empirical Study

2019 ◽  
Vol 10 (1) ◽  
pp. 63
Author(s):  
Ranju Lal ◽  
Pramod Pathak ◽  
K. R. Chaturvedi ◽  
Payel Talukdar
Keyword(s):  
Empirical Study ◽  
Perceived Stress ◽  
Engineering Students ◽  
Dispositional Mindfulness

scholarly journals A Cross-Sectional Study of Stress and the Perceived Style of Decision-Making in Clinicians and Patients With Cancer

2019 ◽  
Vol 6 ◽  
pp. 233339281985539
Author(s):  
Elaina Vivian ◽  
Hellen Oduor ◽  
Laurie Lundberg ◽  
Allison Vo ◽  
Parvez S Mantry
Keyword(s):  
Decision Making ◽  
Perceived Stress ◽  
Self Regulation ◽  
Well Being ◽  
Medical Decision ◽  
Great Good ◽  
Present Moment ◽  
Dispositional Mindfulness ◽  
Cross Sectional ◽  
Patients With Cancer

Background and Aims: Perceived stress and mindfulness can impact medical decision-making in both patients and clinicians. The aim of this study was to conduct a cross-sectional evaluation of the relationships between stress, mindfulness, self-regulation, perceptions of treatment conversations, and decision-making preferences among clinicians. Also, perceptions of treatment conversations and decision-making preferences among patients with cancer were evaluated. Methodology: Survey instruments were developed for clinicians and patients incorporating previously published questions and validated instruments. Institutional review board approval was obtained. Patients, physicians, and advanced practice providers from a tertiary referral center were asked to complete surveys. Continuous variables were evaluated for normality and then bivariate relationships between variables were evaluated using χ2, Fisher's exact test, Cochran-Mantel-Haenszel (CMH) row mean scores differ statistic, or Kruskal-Wallis tests, where appropriate. Significance was defined at P < .05. All tests were conducted using SAS v.9.4. Results: 77 patients and 86 clinicians (60.1% and 43% response rates, respectively) participated in the surveys. More clinicians who reported feeling “great/good” said they always/sometimes had enough time to spend with patients (66.1%) compared to those that hardly ever/never had enough time (26.3%), χ2(1, N = 75) = 6.62, P = .0101; CMH row mean scores differ statistic). Interestingly, 40.3% of patients preferred a paternalistic style of decision-making compared to 6.3% of clinicians, χ2(2, N = 146) = 27.46, P < .0001; χ2 test. Higher levels of dispositional mindfulness (Mindful Attention Awareness Scale) were found among clinicians who reported they felt “great/good” (median = 4.5) as compared to those who reported that they were “definitely stressed/stressed out” (3.3), χ2(2, N = 80) = 10.32, P = .0057; Kruskal-Wallis test. Higher levels of emotional self-regulation (Emotional Regulation Questionnaire—Cognitive Reappraisal facet) were found among clinicians who reported they felt “great/good” (median = 31.0) compared to those who reported that they were “definitely stressed/stressed out” (20.0), χ2(2, N = 79) = 8.88, P = .0118; Kruskal-Wallis test. Conclusion: In order to have meaningful conversations about treatment planning, an understanding of mental well-being and its relationship to decision-making preferences is crucial for both oncology patients and clinicians. Our results show that for clinicians, lower perceived stress was associated with higher levels of mindfulness (experiencing the present moment), emotional self-regulation, and spending more time with patients. Larger prospective studies are needed to validate these findings.

scholarly journals Comparison of perceived stress among medical and engineering students of Karpaga Vinayaga Educational Group, Kancheepuram District, Tamil Nadu

2017 ◽  
Vol 5 (1) ◽  
pp. 302
Author(s):  
Vidya D. C. ◽  
Swetha N. ◽  
Thirunaaukarasu D. ◽  
Gladius Jennifer H. ◽  
Karthikeyan E.
Keyword(s):  
Medical Students ◽  
Sleep Disturbance ◽  
Perceived Stress ◽  
Time Management ◽  
Tamil Nadu ◽  
Engineering Students ◽  
Simple Random Sampling ◽  
Cross Sectional ◽  
Personal Problems ◽  
Educational Group

Background: Doctors and engineers are experiencing stress from their student life. There are very few studies from South India, which have looked into comparison of perceived stress among medical and engineering students. Hence, this study was attempted with an objective to estimate the overall prevalence and to compare the perceived stress, and to know associated factors influencing stress, among medical and engineering students of Karpaga Vinayaga Educational group, Kancheepuram district, Tamil Nadu. Methods: A cross sectional study was conducted in Karpaga Vinayaga Educational Institute, Tamil Nadu, from June to September 2016. Based on simple random sampling, students from medical and engineering college were selected. After obtaining informed consent, a self administered questionnaire was administered. The data was analysed in SPSS version 18.0. Results: Out of 560 study subjects, 135 (24.2%) had low stress, 390 (69.6%) had moderate stress and 35 (6.2%) severe stress. Stress was associated with personal problems OR=2.29 (95% CI: 1.19-4.39), sleep disturbance OR=4.12 (95% CI: 1.57–10.7), difficulty in understanding the subject OR=2.32 (95% CI: 1.19–4.53), difficulty in time management OR=2.47 (95% CI: 1.40–4.35) and home sickness (p=0.001) in medical students whereas among engineering students, stress was associated with personal problems OR=2.01 (95% CI: 1.02–3.92), sleep disturbance OR=2.14 (95% CI: 1.1–4.1) and difficulty in time management OR=2.6 (95% CI: 1.48–4.58). Conclusions: The overall prevalence of perceived stress was 75.8%. The prevalence of perceived stress among medical students was 76.8% as compared to 75% of engineering students. Among medical and engineering students, stress was associated with personal problems, sleep disturbance and difficulty in time management. 

scholarly journals Master Programme “Information and Electrical Engineering” for International Students at Hochschule Wismar: Theoretical Framework

2017 ◽  
Vol 2 (1) ◽  
pp. 167-174
Author(s):  
Andreas Ahrens ◽  
Norbert Grünwald ◽  
Olaf Bassus ◽  
Jeļena Zaščerinska ◽  
Julija Melnikova
Keyword(s):  
Higher Education ◽  
International Students ◽  
Empirical Study ◽  
Engineering Students ◽  
Research Question ◽  
Case Study Research ◽  
Structured Interview ◽  
Theoretical Framework ◽  
European Universities ◽  
European Higher Education

Abstract Hochschule Wismar, Germany, has been implementing Master programmes for international students since 1992. However, for most European universities, it is a rather new phenomenon. The purpose of the work is to analyse scientific literature on European higher education programmes for international students and to outline a theoretical framework of European higher education programmes for international students underpinning elaboration of new research question on master programmes for international engineering students. The research methodology comprises the study of the meaning of the key concepts of “framework”, “theoretical framework” and “international students”. Moreover, the logical chain of analysis is shown: theoretical framework → empirical study within a multicultural environment → conclusions. The case study research is applied. The empirical study was carried out at Hochschule Wismar, Germany in March 2017. Semi-structured interview served as the basis for data collection. The empirical findings allow complementing the elaborated theoretical framework consisting of the concepts on reasons for, language and impact of Masetr programme for international students with such a concept as European Credit Transfer System (ECTS). Directions of further research are proposed. The novel contribution of the paper is the newly formulated research question on master programmes for international students.

scholarly journals Early life adversity, dispositional mindfulness, and longitudinal stress experience during the COVID-19 pandemic

2020 ◽  
Author(s):  
Annika Benz ◽  
Maria Meier ◽  
Ulrike U. Bentele ◽  
Stephanie J. Dimitroff ◽  
Bernadette Denk ◽  
...  
Keyword(s):  
Perceived Stress ◽  
Life Stress ◽  
Early Life ◽  
Early Life Stress ◽  
Dispositional Mindfulness ◽  
Early Life Adversity ◽  
Stress Buffering ◽  
Psychopathological Symptoms ◽  
Increased Risk ◽  
The Impact

Experiencing severe or prolonged stressors in early life is associated with increased risk for mental and physical disorders in adulthood. Further, individuals who experienced early life stress (ELS) may use dysfunctional coping strategies like stress-related eating, in contrast to more beneficial stress buffering mechanisms e.g. based on mindfulness. Whether these mechanisms contribute to increased levels of perceived stress and symptoms of mental disorders in individuals with ELS in times of crisis is yet unclear. As part of a larger project, we assessed changes in perceived stress and psychopathological symptoms in a sample of N=102 participants (81% female; meanage=23.49, SDage= 7.11, range 18–62) from October/December 2019 (prior to the Covid-19 pandemic) to April/June 2020 (after the German government introduced Covid-19 related restrictions). Additionally, we assessed ELS and dispositional mindfulness.Perceived stress and depression significantly increased while anxiety levels decreased. No significant change was observed for somatization. ELS and dispositional mindfulness were not associated with change scores, but with perceived stress and psychopathological symptoms at both assessments. The increase in perceived stress during the pandemic in a majority of participants demonstrates the impact of the pandemic in the general population.

scholarly journals Processes and tasks in collaborative writing in engineering: research-informed views and pedagogical applications

2012 ◽  
Author(s):  
Julio Gimenez
Keyword(s):  
Empirical Study ◽  
Empirical Evidence ◽  
Engineering Students ◽  
Collaborative Writing ◽  
Pedagogical Practices ◽  
Engineering Research ◽  
The Uk

Writing plays a central role in the activities that engineers carry out both in academia and industry. Different from other disciplines, in engineering a considerable amount of writing takes place as collaboration between a group of individuals. Despite this recognition, research in collaborative writing (CW) in engineering is rather scant and the available studies are mostly theoretical in nature, with very little empirical evidence. This article reports on an empirical study that examined CW in four schools at a faculty of engineering at a university in the UK. It specifically looks at the processes and the tasks in which engineering students and professionals get involved when writing collaboratively. Based on the findings of the study, the article suggests a number of research-informed pedagogical practices for developing CW in engineering.

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