Embodied Learning for Well-Being, Self-Awareness, and Stress Regulation: A Randomized Trial with Engineering Students Using a Mixed-Method Approach

  1. Carmona, Manuel 1
  2. Díaz-Ureña, Germán 2
  3. Rodríguez-Jiménez, Rosa-María 3
  4. García-Merino, Sonia 2
  5. Lara Bercial, Pedro J. 3
  1. 1 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

  2. 2 Universidad Francisco de Vitoria
    info

    Universidad Francisco de Vitoria

    Pozuelo de Alarcón, España

    ROR https://ror.org/03ha64j07

  3. 3 Universidad Europea de Madrid
    info

    Universidad Europea de Madrid

    Madrid, España

    ROR https://ror.org/04dp46240

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Zeitschrift:
Education Sciences

ISSN: 2227-7102

Datum der Publikation: 2022

Ausgabe: 12

Nummer: 2

Seiten: 111

Art: Artikel

DOI: 10.3390/EDUCSCI12020111 GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Education Sciences

Ziele für nachhaltige Entwicklung

Zusammenfassung

The continuous changes in our society require adapted training that encompasses both technical and competency knowledge. There is a high level of demand, especially in areas such as engineering, which can affect the mental health of students, producing high levels of stress and psychological distress, hindering self-efficacy and academic performance. Embodied learning working on self-awareness, stress reduction and self-knowledge can help to generate healthier environments. Creative therapies can be a tool to promote the prevention of health problems in this group of the population. In particular, Dance Movement Therapy has demonstrated its effectiveness in improving health in clinical and non-clinical settings. In this work, a body awareness program based on Dance Movement Therapy is developed and implemented in engineering students. Through a mixed pre-post methodology, its impact is evaluated and analyzed in an experimental group of engineering students. Psychometric tests, physiological variables and reflective diaries are used as data sources. The results show that the experimental group, compared with the control group, increased their levels of body awareness and connectedness, well-being and life satisfaction and reduced their stress levels. The results were supported by cortisol measures. Likewise, the students acknowledged having increased their levels of self-awareness and self-knowledge and considered the inclusion of these bodily approaches in higher education to be necessary.

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