PHYSICAL ACTIVITY AND PERCEIVED STRESS AMONG STUDENTS DURING EXAMINATION PERIODS AND REST PERIODS

Abstract

The aim of this study was to examine differences in the level of physical activity and perceived stress among students during rest periods and examination periods, as well as to determine the relationship between these variables. The study included 125 students from the Faculty of Education and Educational Sciences in Osijek. Data were collected through an anonymous online questionnaire assessing physical activity, perceived stress (PSS-4), and barriers and motivations for engaging in physical activity in both periods. Data analysis was conducted using a paired-samples t-test and Pearson’s correlation coefficient. The results showed no statistically significant difference in the level of physical activity between rest periods and examination periods. However, a statistically significantly higher level of perceived stress was found during examination periods compared with rest periods. Furthermore, no statistically significant association was found between the level of physical activity and perceived stress in either observed period. The most frequently reported barriers to physical activity were fatigue, lack of motivation, and lack of time, while the most important motivators were health improvement, physical appearance, and stress reduction. The obtained results contribute to a better understanding of students’ habits and psychological functioning across different academic periods and may serve as a basis for the development of preventive and supportive programmes aimed at preserving students’ mental and physical health.