Perceived Stress, Resiliency, And Physical Activity In College Students During Covid-19 Remote Learning

Abstract

PURPOSE: In early 2020, the SARS-CoV-2 pandemic prompted a quick pivot to online learning for most university students in the United States. Along with social distancing and lockdown measures, these changes likely negatively impacted mental health of students. Given the relationship between stress, resiliency and physical activity (PA), the goals of this study were to evaluate the relationship among these variables and any differences between males and females. METHODS: Students (n = 306) at a southeastern U.S. university completed an online survey in Summer 2020. Perceived Stress (PSS), Resiliency (BRS), Life Events (LEI), and an adapted International Physical Activity Questionnaire (IPAQ) that added questions about resistance training were recorded. Independent T-tests analyzed differences in PSS, BRS, LEI, and PA between males and females and Pearson Correlations assessed relationships among these variables. Two-way ANOVAs examined the effect of gender and PA frequency on PSS and BRS, including separate models for each activity type (vigorous, moderate, walking, and resistance training) using High and Low frequency groups created with median splits in the sample. RESULTS: Females had lower BRS (3.2 ± 0.7 vs 3.6 ± 0.8), and higher PSS (22.5 ± 6.7 vs. 17.1 ± 8.4) and LEI scores (246.9 ± 117.1 vs 186.5 ± 120.1) than males (all p < 0.001). Males generally reported higher levels of PA. PSS/BRS scores were more strongly correlated with PA in males than in females. Significant gender x PA frequency interactions were found for PSS with vigorous activity (p = 0.03) and for BRS with moderate activity (p = 0.04). There was a significant main effect of frequency for PSS with strength training (p < 0.001) and for BRS with walking (p = 0.02) and strength training (p < 0.01). CONCLUSIONS: Gender differences and associations with PA suggest that interventions may be particularly needed for females and those with low PA levels. These programs should create small and accessible PA opportunities focused on support and motivation.