“That’s all I do, is school”: a mixed-methods evaluation of undergraduate physiology students’ perceptions of stress

Abstract

Physiology-related majors often have high academic rigor, which may increase undergraduate students’ perceptions of stress and negatively impact mental health and well-being. The purpose of this mixed-methods study was to explore perceived stress in undergraduate Exercise Physiology (EXPH) students to guide the development of future mental wellness interventions. EXPH students enrolled in an Advanced Exercise Physiology course were invited to complete the Perceived Academic Stress Scale and Cohen’s Perceived Stress Scale at the start of the Fall 2023 semester and after the first unit exam, as well as participate in a semistructured interview exploring stress and related factors. The Perceived Stress Scale scores increased (pre: 15.6 ± 7.0 vs. post: 18.8 ± 6.1, P < 0.00001) over time; however, the Perceived Academic Stress Scale scores did not change (pre: 52.3 ± 10.2 vs. post: 52.2 ± 10.5, P ¼ 0.95). Ten students were interviewed, and all reported medium to high levels of academic and “life” stress. Major sources of stress included program expectations, coursework load, family pressures, financial stress, and life balance. Most students reported good coping skills and stress management strategies such as exercising, time management, planning, and self-care. This study highlights the significant levels of both general and academic stress experienced by undergraduate physiology students, with program expectations and the integration of academic and personal stressors emerging as key contributors. The results informed several proposed strategies to support students’ overall well-being and academic performance. NEW & NOTEWORTHY This study highlights the significant levels of both general and academic stress experienced by undergraduate physiology students, with program expectations and the integration of academic and personal stressors emerging as key contributors. The results informed several proposed strategies to support students’ overall well-being and academic performance.