High performing male and female engineering students in Chile: accounting for mental health and well-being from a developmental paradigm

ABSTRACT

Mental health and well-being among high-performing male and female engineering students were investigated to account for variance. A self-report survey was used to assess mental health and well-being, and the results of the end-of-year evaluation were used to measure academic accomplishment. This study was unique in that it created the self-reported survey from a developmental viewpoint (i.e., developmental strengths, constructive skills, and psychological competencies) using the normative-crisis model and the psycho-social model of development. Of the 152 (121 male, 31 female) University students from Chile, twenty high-achieving male and female students were randomly selected. The findings showed that female students scored lower in all subjects, reported lower levels of hope and reported more mental health concerns than male students. Structural equation modelling (SEM) analysis of female students’ results found that lower hope levels and higher developmental strengths were associated with high academic achievement. However, mental health issues and psychological competencies among females did not influence higher achievement. In contrast, SEM analysis of male students’ results found no correlation between academic achievement and mental well-being, which suggests that high academic achievement is independent of sex differences, mental health and well-being. Insights, implications and recommendations are discussed.

KEYWORDS:

• Mental health
• well-being
• sex differences
• engineering
• achievement

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

J-F

J-F is a developmental specialist in child/adolescent mental health, psychological and psychiatric disorders, focusing on child and adult psychopathology/deviancy. His current research uses predictive analytics primarily in child/adolescent mental health, psychiatry, and psychological disorders; to account for variances in pro and anti-social behaviors.

T. Dowden

T. Dowden is a Senior Lecturer of Education at the University of Southern Queensland, Australia. He researches issues pertaining to curriculum and pedagogy at primary, secondary, and tertiary levels and has broad sociological interests, including democratic education, Christian education, inclusive education, and social justice in education.

D. Pullen

D. Pullen is a Lecturer in Health Science and Information and Communications Technology in the College of Arts, Law and Education. Darren's field of study and practice has centered on working with multi-professional teams including practitioners, managers, ICT technicians and end users in effecting integrated organisational development and change.

P. M. Opoku

P. M. Opoku is currently an assistant professor in Special Education at the United Arab Emirates University. He holds a PhD in Education from University of Tasmania, Australia. Before Joining UAEU, he worked as casual academic, teaching undergraduate and graduate courses at Faculty of Education, University of Tasmania, Australia.

P. Garate

P. Gárate works as an academic at the Federico Santa María Technical University. Dr Gárate is the Academic and Director of the Department of Industries of the Federico Santa María Technical University.