Neuro Investigation of Stressors on Engineering Students of Differing Academic Levels Using Functional Near-Infrared Spectroscopy and the Trier Social Stress Test

Abstract

Stress and stress responses amongst engineering students have been shown to have a large impact on student success, retention, and mental health. Studies measuring engineering student stress, however, lack both neuroimaging mapping and comparisons between academic groups specifically. While studies have covered the occurrence of stress within these populations, few studies have investigated the neurological mechanisms behind the occurrence of engineering stress. Studies in engineering academic communities also lack specific comparisons between academic levels, which could reflect on both the impacts and benefits of engineering education on student stress rates. A study was designed to measure academic level differences in engineering students based on the stress induction methods of the Trier Social Stress Test. Neurological data was measured in the prefrontal cortex using Functional Near-Infrared Spectroscopy. Heart Rate (HR) Monitoring and the Spielberg State Trait Anxiety Scale (STAI) were used as secondary validation for the occurrence of stress. 10 Senior and 5 Sophomore students participated in the study for a total of 15 participants. Participants featured 5 Females and 10 Males, with an age range of 18-25. Results indicate increased stress from the protocol, as measured by STAI and HR evaluations. However, the Standard Deviations of the HR indicate a potential lack of change. Prefrontal Cortex regions were found to exhibit significant change during the Anticipatory and Mathematics phases of the Trier Social Stress Test, with decreases and increases in hbO, respectively. Left and right brain activations are also observed to vary between the segmented stress inductions. Based on the results, no definitive conclusion concerning academic groups could be reached due to population constraints; however, general trends seem to indicate that Senior students have a lessened stress response compared to Sophomore students.