Supporting engineering degree student wellbeing with compulsory lessons on stress management

Abstract

In this paper, we present findings from the evaluation of compulsory lessons on stress management at an engineering school in Spain. Both a face-to-face and an online lesson were integrated into a credit-bearing course for first-year university students. A pre-post survey study was conducted (n=54). Results indicate that the lessons fostered more positive stress mindsets among students. Findings also suggest that students increased their proficiency in contemplating the topic of academic stress and in understanding the active role they can play in managing stress.