浅谈工程设计导论中的正念、压力与创造力的关系

IF 1.8 Q3 ENGINEERING, MANUFACTURING
Design Science Pub Date : 2023-07-28 DOI:10.1017/dsj.2023.20
H. Nolte, Nicolas F. Soria Zurita, Elizabeth Starkey, Christopher McComb
{"title":"浅谈工程设计导论中的正念、压力与创造力的关系","authors":"H. Nolte, Nicolas F. Soria Zurita, Elizabeth Starkey, Christopher McComb","doi":"10.1017/dsj.2023.20","DOIUrl":null,"url":null,"abstract":"Abstract Mindfulness-based interventions (MBIs) for engineering design are promising for their stress management, cognition and well-being benefits. Prior work concluded that engineering design is stressful and that each engineering design stage has unique stressors. This non-randomized study investigated the effect of an MBI on students’ cognitive stress and final design creativity during a multistage, hands-on design assessment. Data were collected using surveys, project deliverables and follow-up interviews. While no significant increase was found in students’ measured state mindfulness due to the intervention, students in the MBI condition were more likely to perceive the intervention positively compared to students in the control condition (alternative use tasks). Students in both conditions were found to have similar levels of state stress, which indicates that the MBI had no observable effect on students’ measured stress during design. Although students in the MBI condition were found to produce higher-quality final designs, there were no differences in design creativity or novelty. When data were clustered to identify types of student experiences, state mindfulness was found to meaningfully contribute, but state stress was not. Future research should continue to investigate MBIs in engineering design as a potential approach to improve design education and outcomes.","PeriodicalId":54146,"journal":{"name":"Design Science","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Investigating the relationship between mindfulness, stress and creativity in introductory engineering design\",\"authors\":\"H. Nolte, Nicolas F. Soria Zurita, Elizabeth Starkey, Christopher McComb\",\"doi\":\"10.1017/dsj.2023.20\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Mindfulness-based interventions (MBIs) for engineering design are promising for their stress management, cognition and well-being benefits. Prior work concluded that engineering design is stressful and that each engineering design stage has unique stressors. This non-randomized study investigated the effect of an MBI on students’ cognitive stress and final design creativity during a multistage, hands-on design assessment. Data were collected using surveys, project deliverables and follow-up interviews. While no significant increase was found in students’ measured state mindfulness due to the intervention, students in the MBI condition were more likely to perceive the intervention positively compared to students in the control condition (alternative use tasks). Students in both conditions were found to have similar levels of state stress, which indicates that the MBI had no observable effect on students’ measured stress during design. Although students in the MBI condition were found to produce higher-quality final designs, there were no differences in design creativity or novelty. When data were clustered to identify types of student experiences, state mindfulness was found to meaningfully contribute, but state stress was not. Future research should continue to investigate MBIs in engineering design as a potential approach to improve design education and outcomes.\",\"PeriodicalId\":54146,\"journal\":{\"name\":\"Design Science\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-07-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Design Science\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1017/dsj.2023.20\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"ENGINEERING, MANUFACTURING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Design Science","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1017/dsj.2023.20","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"ENGINEERING, MANUFACTURING","Score":null,"Total":0}
引用次数: 0

摘要

摘要基于正念的工程设计干预措施(MBI)在压力管理、认知和幸福感方面有着良好的前景。先前的工作得出结论,工程设计是有压力的,每个工程设计阶段都有独特的压力源。这项非随机研究调查了在多阶段的动手设计评估中,MBI对学生认知压力和最终设计创造力的影响。数据是通过调查、项目交付成果和后续访谈收集的。虽然没有发现由于干预而导致学生的测量状态正念显著增加,但与对照条件下的学生(替代使用任务)相比,处于MBI状态下的学生更有可能积极感知干预。研究发现,在这两种情况下,学生的状态压力水平相似,这表明MBI对学生在设计过程中测量的压力没有明显影响。尽管MBI条件下的学生被发现能完成更高质量的最终设计,但在设计创意或新颖性方面没有差异。当对数据进行聚类以确定学生体验的类型时,发现状态正念有意义,但状态压力没有。未来的研究应继续调查工程设计中的强制执行措施,将其作为改进设计教育和成果的潜在方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Investigating the relationship between mindfulness, stress and creativity in introductory engineering design
Abstract Mindfulness-based interventions (MBIs) for engineering design are promising for their stress management, cognition and well-being benefits. Prior work concluded that engineering design is stressful and that each engineering design stage has unique stressors. This non-randomized study investigated the effect of an MBI on students’ cognitive stress and final design creativity during a multistage, hands-on design assessment. Data were collected using surveys, project deliverables and follow-up interviews. While no significant increase was found in students’ measured state mindfulness due to the intervention, students in the MBI condition were more likely to perceive the intervention positively compared to students in the control condition (alternative use tasks). Students in both conditions were found to have similar levels of state stress, which indicates that the MBI had no observable effect on students’ measured stress during design. Although students in the MBI condition were found to produce higher-quality final designs, there were no differences in design creativity or novelty. When data were clustered to identify types of student experiences, state mindfulness was found to meaningfully contribute, but state stress was not. Future research should continue to investigate MBIs in engineering design as a potential approach to improve design education and outcomes.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Design Science
Design Science ENGINEERING, MANUFACTURING-
CiteScore
4.80
自引率
12.50%
发文量
19
审稿时长
22 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信