University-Driven Exercise Programming Event Reduces Student Stress Prior to Final Exams

Koschel, Tessa L; Navalta, James W.; Young, John C.

doi:10.1249/01.mss.0000519382.19129.a9

Cited by 10 publications

(11 citation statements)

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“…The COVID-19 pandemic and the sociopolitical unrest exacerbated the stress and anxiety and instigated anger and frustration. Similar to existing research, our findings showed that exercise is an effective coping mechanism to manage increased levels of stress ( Dyrbye et al, 2017 ; Ghrouz et al, 2019 ; Haaren et al, 2015 ; Jadhav, 2017 ; Koschel et al, 2017 ; Legey et al, 2017 ; Singh & Afroz, 2017 ; Tyson et al, 2010 ; Vankim & Nelson, 2013 ). However, our research showed that exercise also helped students manage increased feelings of anger and frustration associated with excessive stress levels caused by unprecedented public health and sociopolitical stressors.…”

Section: Discussionsupporting

confidence: 90%

“…The dynamic role of a graduate student may lead to unhealthy stress levels, which puts this population at risk for anxiety, depression, and other adverse health conditions. Research has explored exercise as an intervention to alleviate stress or prevent burnout among students ( Dyrbye et al, 2017 ; Ghrouz et al, 2019 ; Haaren et al, 2015 ; Jadhav, 2017 ; Koschel et al, 2017 ; Legey et al, 2017 ; Singh & Afroz, 2017 ; Tyson et al, 2010 ; Vankim & Nelson, 2013 ). Singh and Afroz ( 2017 ) explored the effect of aerobic exercise on stress levels in 17 sedentary male college students.…”

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confidence: 99%

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Exercise and Coping Mechanisms in Graduate Occupational Therapy Students During the COVID-19 Pandemic and Civil Unrest Period: A Descriptive Study

Hamed

Duval

Adrian

et al. 2023

International Journal of Educational Reform

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Objective: The COVID-19 pandemic and the sociopolitical climate in the United States have imposed additional stress and anxiety for graduate students. We explored the stress level in graduate occupational therapy students, the role of exercise in reducing stress, and common coping mechanisms applied to manage academic and sociopolitical stress. Methods: A survey was created and distributed to graduate occupational therapy students in the U.S. Results: Most participants reported moderate to high levels of academic-related stress (n = 73, 97.33%), and more than half reported moderate levels of anger and frustration because of academic-related stress (n = 43, 57.33%). Half of the participants reported that they engage in physical exercise as a coping mechanism for academic stress (n = 38, 50.67%), and most participants thought that kickboxing would help reduce stress (n = 48, 64.00%) and reduce anger and frustration (n = 56, 74.67%). Conclusion: the well-being of graduate students over the past two years has increased after the COVID-19 pandemic and the sociopolitical tension in the U.S. Future research is needed to determine how this stress may affect graduation and employment outcomes and recommendations for burnout and suicide prevention.

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Section: Discussionsupporting

confidence: 90%

mentioning

confidence: 99%

Exercise and Coping Mechanisms in Graduate Occupational Therapy Students During the COVID-19 Pandemic and Civil Unrest Period: A Descriptive Study

Hamed

Duval

Adrian

et al. 2023

International Journal of Educational Reform

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“…The remaining 101 full-text articles were screened, of which 58 publications from 1991 to 2023 met the inclusion criteria (see Figure 1 ). These publications included 38 RCT studies ( Crocker and Grozelle, 1991 ; Brown et al ., 1993 ; Kim et al ., 2004 ; Mailey et al ., 2010 ; Akandere and Demir, 2011 ; Hemat-Far et al ., 2012 ; Kim et al ., 2013 ; Gallego et al ., 2014 ; Zheng et al ., 2015 ; Li et al ., 2015 ; de Vries et al ., 2016 , 2018 ; Sharp and Caperchione, 2016 ; von Haaren et al ., 2016 ; Huang et al ., 2017 ; López-Rodríguez et al ., 2017 ; Albracht-Schulte and Robert-McComb, 2018 ; Schmalzl et al ., 2018 ; Dinani et al ., 2019 ; Eather et al ., 2019 ; Faro et al ., 2019 ; Herbert et al ., 2020 ; Wan Yunus et al ., 2020 ; Zimmermann and Mangelsdorf, 2020 ; Zheng and Ji, 2021 ; Fukui et al ., 2021 ; Saltan and Ankaralı, 2021 ; Xiao et al ., 2021 ; Ji et al ., 2022 ) and 20 non-RCT studies ( O’Connor et al ., 1995 ; Bass et al ., 2002 ; Wang et al ., 2004 ; Caldwell et al ., 2009 ; Tayama et al ., 2012 ; Koschel et al ., 2017 ; Ezati et al ., 2020 ; Muir et al ., 2020 ; deJonge et al ., 2021 ; Marschin and Herbert, 2021 ; Martínez-Díaz and Carrasco, 2021 ; Salehian et al ., 2021 ; Tong ...…”

Section: Resultsmentioning

confidence: 99%

“…There were seven miscellaneous studies including five RCTs ( Mailey et al ., 2010 ; Sharp and Caperchione, 2016 ; Zimmermann and Mangelsdorf, 2020 ; Chawla et al ., 2022 ; Mota et al ., 2023 ) and two non-RCTs ( Tayama et al ., 2012 ; Koschel et al ., 2017 ). None of these studies found the interventions to significantly improve HE students’ mental health and/or QoL.…”

Section: Resultsmentioning

confidence: 99%

The effectiveness of physical activity interventions in improving higher education students’ mental health: A systematic review

Donnelly,

Penny,

Kynn

2024

Health Promotion International

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Traditional interventions aiming to improve students’ mental health and quality of life include meditation or canine therapy. The development of physical activity-related interventions has increased over the past decade. We aimed to review all studies using physical activity for improving the mental health and quality of life in higher education students whilst describing the interventions, measurements and effectiveness. A systematic search of six electronic databases including: ProQuest, MEDLINE, Embase, CINAHL, SPORTDiscus and CENTRAL, was conducted following PRISMA guidelines. Randomized or non-randomized controlled trial physical activity-related interventions involving higher education students aiming to improve their mental health and quality of life were included. Searches yielded 58 articles with interventions involving martial arts, sport, mind–body exercises and anaerobic exercises. Psychological measures varied across studies including the State Trait Anxiety Inventory, Beck Depression Inventory and the Perceived Stress Scale. Over half of the studies included in this review (n = 36) were effective in improving students’ mental health or quality of life. Findings from our review suggest that interventions aiming to be effective in improving students’ mental health quality of life should aim to deliver moderate-vigorous intensity exercises such as dance or Pilates. This systematic review was based on a published protocol in PROSPERO (registration number: CRD42022325975).

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“…This is in line with earlier research that showed a decrease in needs satisfaction when moving from the semester to exam periods (Campbell et al, 2018) and with research by Martinek et al (2021) that showed perceived overload predicted reduced satisfaction and higher frustration of three basic psychological needs. During exam periods, the perceived overload and their stress levels increase (Kosschel et al, 2017), which could explain why satisfaction of BPN was lower during exam in comparison to beginning of semester period. Students in the group belonging to the exam period also reported higher burnout levels during exams than during the semester, supporting previous findings suggesting changes in the degree of burnout in the pre‐examination and examination periods (Galbraith & Merrill, 2012), as well as studies that showed higher levels of anxiety and burnout when facing the evaluation test than in those who already passed the exams (Fernández‐Castillo, 2021).…”

Section: Discussionmentioning

confidence: 99%

Differential influence of basic psychological needs on burnout and academic achievement in three southeast European countries

Zupančič,

Palanović,

Ružojčić

et al. 2023

Int J Psychol

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Several studies show the importance of basic psychological needs (BPN) for decreasing burnout and increasing grade point average (GPA), but, to our knowledge, no prior study has explored the potential contextual differences in Southeastern European countries. Moreover, even less is known about how this relationship may differ during stressful (exam) and less stressful (beginning of the semester) periods. Measures of the Maslach Burnout Inventory—Student Survey and BPN Satisfaction and Frustration Scale were translated and adapted. The study included a cross‐sectional sample of students from Croatia, Serbia and Slovenia during beginning of the semester and exam period. Across all countries and both contexts, students with high autonomy need satisfaction showed the strongest decrease in burnout, followed by those with high competence need satisfaction. Students with high academic achievement showed an increase due to competence need satisfaction. Competence and autonomy need satisfaction were higher beginning of a semester, while burnout was higher during the exam period. BPN play an important role in educational settings—satisfaction of the need for autonomy and competence protects students from burnout, and the need for competence predicts greater academic achievement regardless of culture or time of the semester.

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University-Driven Exercise Programming Event Reduces Student Stress Prior to Final Exams

Cited by 10 publications

References 0 publications

Exercise and Coping Mechanisms in Graduate Occupational Therapy Students During the COVID-19 Pandemic and Civil Unrest Period: A Descriptive Study

Exercise and Coping Mechanisms in Graduate Occupational Therapy Students During the COVID-19 Pandemic and Civil Unrest Period: A Descriptive Study

The effectiveness of physical activity interventions in improving higher education students’ mental health: A systematic review

Differential influence of basic psychological needs on burnout and academic achievement in three southeast European countries

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