| The Impact of Physical Activity on Exam Stress Levels in Undergraduate Students |
| Paper ID : 1082-SPORTCONGRESS (R2) |
| Authors |
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Amir Reza Nikpour1, Mohammad Hussein Rousta1, Homa Sheikhani Shahin2, Usef Garmanjani *3 1Bachelor's degree student in Sport Sciences and Physical Education, Shiraz Zand Institute of Higher Education, Shiraz, Iran. 2Assistant Professor of Exercise Physiology, Shiraz Zand Institute of Higher Education, Shiraz, Iran 3PhD student, Department of Motor Behavior, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran. |
| Abstract |
| Introduction: Exam stress is recognized as a significant psychological-social challenge in the university environment, notably affecting students' academic performance and mental health. While previous studies have confirmed the role of physical activity in reducing stress, the mechanisms of this relationship during exam periods, particularly among undergraduate students, have been less explored. Objective: This research aims to examine the relationship between patterns of physical activity (in terms of intensity, duration, and type) and exam stress levels in undergraduate students, as well as the mediating role of general self-efficacy. Methodology: In this cross-sectional study, 50 undergraduate students from Zand Institute of Higher Education in Shiraz were randomly selected. Data were collected using standardized questionnaires, including the International Physical Activity Questionnaire (IPAQ), the Perceived Stress Scale (PSS-14), and the General Self-Efficacy Scale (GSE-10). Data analysis was conducted using SPSS software and non-parametric tests (Spearman, Mann-Whitney). Results: Findings indicated no significant relationship between physical activity scores, perceived stress, and general self-efficacy (p > 0.05). Additionally, no significant gender differences were observed in the study variables. The linear regression model also showed no significant impact of physical activity or self-efficacy on stress levels (p > 0.05). Conclusion: Contrary to previous studies, this research could not confirm the role of physical activity in reducing exam stress. This discrepancy may be attributed to moderating factors such as acute stress intensity, inappropriate timing of physical activity measurement, or the influence of environmental variables. The findings emphasize the necessity for designing multi-faceted interventions (combining physical activity with cognitive-behavioral strategies) and utilizing more precise stress assessment methods (such as physiological measurements of cortisol). Future studies are recommended to focus on mediating variables such as sleep quality and emotional regulation. |
| Keywords |
| Physical activity, exam stress, self-efficacy, undergraduate students, mental health. |
| Status: Abstract Accepted (Poster Presentation) |
