An open, receptive, and curious (mindful) mindset is often cited as important in innovation. Yet,
engineering education typically focuses on narrow analytical training at the expense of fostering
expansive thinking. To specifically explore the relationship between a mindful attitude (open,
receptive, curious) and innovation, we examined the relationship between dispositional
mindfulness and innovation self-efficacy in a sample of 1,460 engineering students and recent
graduates who completed the Engineering Majors Survey. Using social cognitive theory to frame
our analysis, we found that a mindful attitude is correlated with innovation self-efficacy and that
students with a highly mindful attitude tend to participate in learning experiences related to
design and innovation. These results lay the groundwork for how mindfulness may promote
foundational skills for successful entrepreneurship such as innovation, learning, and motivation.
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Trait Mindfulness in an engineering classroom: An exploration of the relationship between mindfulness, academic skills, and professional skills.
This research explores the intersection of
mindfulness and engineering education. Among the reported
benefits of mindfulness are enhanced cognitive flexibility,
improved concentration, and increased emotional intelligence.
These characteristics may be beneficial to engineers as they
tackle increasingly complex and interdisciplinary challenges.
This research looks at trait mindfulness of 75 students in an
introductory engineering course. Results show that mindfulness
correlates with business skills self-efficacy (including
interpersonal skills) but not with mechanics self-efficacy or final
grade. There is also a correlation between mindfulness and the
intent to pursue a career in a small company or in an
entrepreneurial start-up company. Implications of this research
suggest that mindfulness-based classroom activities may help
broaden the engineering education experience. (This paper earned the FiE Dasher Best Paper Award.)
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- Award ID(s):
- 1636442
- NSF-PAR ID:
- 10043006
- Date Published:
- Journal Name:
- Frontiers in Education, October 12-15, Erie, PA.
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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