Curtis Read and Dr. Ray Merrill, Health Sciences

Studies have shown that regular physical activity reduces stress, anxiety, and feelings of depression and loneliness, and improves mood and psychological well-being , . Much of the research to date has focused on youth grades K-12 and adults in the workplace. Because of the diverse nature of college life compared to that of the workplace or grade school, policy for promoting wellness is typically directed towards the latter, and information on student wellness at the university level is lacking. This study initially sought to give further understanding to health educators on the effects of physical activity on stress levels among college students.

To measure the effects of stress on a college population, a survey was constructed using several existing, validated surveys. The survey consisted of 10 questions about demographic variables; questions about weight and height, weight loss, physical activity, and general health; 10 questions about religiosity; and 14 questions about stress. The survey was administered to 755 students at Brigham Young University in March and April, 2007; participants included students enrolled in a lifestyle management class required at the undergraduate level, and students enrolled in physical education classes that can be taken in lieu of the lifestyle management class.

The hypothesis for this research evolved throughout the course of the study. Initially, the hypothesis was that higher levels of physical activity would be correlated with lower levels of stress, taking into account factors like age, sex, religiosity, and previous experience in stressful situations. However, during the development of the survey, a significant gap in precedent research was identified in the area of student stress and religiosity. To help contribute to existing research on levels of religiosity and stress among college students, a slightly longer set of questions was included to measure religiosity.

Approximately 1200 copies of the survey were printed; to obtain data that would be meaningful for the entire BYU community, it was calculated that 710 students would need to fill out and turn in the survey. The survey was given to students during their lifestyle management class, and given to teachers of physical activity classes to give to their students. 755 students filled out and returned the survey, giving an overall response rate of 77 percent.

After the surveys were completed and returned, the data were entered into Microsoft Excel, and then imported into SAS for data analysis. Dr. Ray Merrill, the faculty mentor for this project, performed the data analysis.

The findings from this study are worth noting, and have significant bearing for educators at a religious university. The research found that higher religiosity was associated with lower anger stemming from things happening outside of one’s control, less often being upset because of something happening unexpectedly, and less often being unable to control important things in life. On the other hand, higher religiosity was significantly associated with feeling confident about one’s ability to handle personal problems, effective coping ability with important changes occurring in life, being able to control irritations in life, dealing successfully with irritating life hassles, and having control over how time is spent. In short, students who are found to be more personally religious are also found to have lower levels of stress, and are more likely to handle adverse situations without becoming upset.

The findings have been submitted in a paper for publication in the American Journal of College Health; the paper is currently pending publication. The findings were also accepted for presentation at the American Academy of Health Behavior annual scientific meeting in March of 2008; Dr. Merrill and I will be traveling to Oxnard, California to present our findings to the participants.

While there are very few undertakings in research settings that do not experience difficulties, this research project was relatively simple, and experienced fewer difficulties than most. One area that has been identified for increased efficiency is follow-up with physical education teachers in returning completed surveys; while every effort was made to gather as many surveys as possible that were completed or never distributed, there may still be some that were never accounted for, which negatively affects the response rate. However, more surveys were printed than were used; the possibility for further research is a strong one.

Through this project, we have contributed to the body of scientific knowledge, provided a valuable learning experience, and helped affirm scientifically what has already been understood spiritually: that the student’s relationship with God provides rest for those who are “heavy laden” .

References

• World Health Organization. Move for Health Advocacy Materials: Benefits of Physical Activity. Available at: http://www.who.int/moveforhealth/advocacy/information_sheets/benefits/en/index.html
• Department of Health and Human Services. Physical Activity and Health: A Report of the Surgeon General. Fact Sheets: Adults. 2001.
• The Gospel according to St. Matthew, 11:28.