Health and Wellness in Entry-level Physical Therapy Students: Are Measures of Stress, Anxiety, and Academic Performance Related?

Abstract

Purpose: This study investigated the relationship among measures of stress, anxiety, and academic performance in entry-level doctor of physical therapy (DPT) students during the didactic portion of their curriculum. Methods: The State-Trait Anxiety Inventory, yielding separate state anxiety (SAS) and trait anxiety (TAS) scores, and the Perceived Stress Scale (PSS14) were completed by 163 (117 females, 46 males) students from 3 professional DPT programs. Undergraduate grade point average (UGPA) and the physical therapy education grade point average (DPTGPA) were obtained from program personnel. Results: SAS, TAS, and PSS14 scores for females were significantly higher than for males (p < 0.05). The mean SAS and TAS scores for all subjects exceeded norms for working adults of similar age. PSS14 scores for all subjects were higher than normative values for age, and for students. Moderate to high correlations (r5 =0.602-0.705) were found among the measures of stress and anxiety, but low correlations were found between these measures and the academic performance measures. In separate regression analyses by sex, TAS scores explained between 48.7% to 61.1% of the variability in PSS14. Conclusion: Stress and anxiety measures are related and higher in entry-level DPT students than age and gender matched peers. These measures are not strongly associated with, nor can they be predicted, by measures of academic performance.