Sources of Anxiety among Engineering Students: Assessment and Mitigation

Anxiety stemming from the challenges faced by engineering students has been shown to be a strong predictor of academic performance. Such anxiety may reduce students’ self-confidence and result in loss of motivation and diminished cognitive function with associated academic difficulties. Past research to analyze sources and effects of anxiety among engineering students has focused on ways to influence pedagogical strategies over the long term, or to manage certain physiological responses to anxiety. Less common are studies that investigate the efficacy of timely interventions in response to self-reported vulnerabilities and concerns of engineering students. This paper presents data from practical efforts to identify and mitigate anxiety among engineering students. A group of twenty-seven engineering and engineering technology students who were part of a scholarship program was asked to submit journal entries in which they reflected on their fears and anxieties related to their participation in their degree program. Prominent themes which emerged from student reflection included time management and its effects on academics and social activities, the likelihood of degree completion and success in engineering-specific coursework (e.g. senior capstone projects), and aspects of life following graduation such as handling accumulated debt and finding a job. As a cohort, the students participated in periodic vertically-integrated discussion groups with faculty mentors and their peers at multiple levels of seniority, and were introduced to university resources designed to address specific student needs. Results of a follow-on survey suggested that peer-to-peer discussions can be useful in alleviating anxiety on particular topics. It was also observed that the interactions facilitated by these group discussions are helpful in developing a sense of community and shared enthusiasm among the cohort.