This study examined the relationship between exercise levels and perceived stress in 112 college students. The students completed a survey assessing their gender, class standing, exercise habits, and perceived stress levels. The results showed that stress levels decreased as exercise duration increased from under 20 minutes to 40 minutes to an hour. However, students exercising over an hour had higher stress levels, possibly due to athletic training regimens. The study suggests moderate exercise may help reduce stress for college students and warrants further research into exercise types and amounts. It also found females reported higher stress than males on average and that stress varied by class year. This initial study provides ground for establishing an educational program on the mental health benefits of physical activity.
The document discusses motherboards and their history and functions. It provides the following key points:
1) A motherboard serves as the central circuit board of a computer and provides connections for other components to communicate.
2) Early computers had mainframes with backplanes for connecting components, but motherboards soon replaced this with a single printed circuit board.
3) Modern motherboards integrate most peripheral functions and contain components like the CPU, memory, BIOS, chipset and slots for expansion cards. The motherboard facilitates communication between all computer components and devices.
In 19th century Philippines, society was stratified into three classes. The highest class consisted of Spanish officials, Peninsulares (Spaniards born in Spain), and friars who ruled over the Filipinos. Below them were the middle class of native Filipinos and mestizos of mixed ancestry. The lowest class, considered the poorest, were the indios or ethnic Filipinos ruled by the Spaniards.
This document provides an overview of gender and social development. It discusses key topics like the Millennium Development Goals, theories around gender and development approaches, and case studies examining issues in different world regions. Some of the main points covered include an analysis of the WID and GAD frameworks, factors influencing women's empowerment, challenges regarding gender equality that still exist, and strategies that can be used to further promote women's rights and advancement.
The document discusses the motherboard, which connects and controls the main components inside a computer. It provides basic information about motherboards, including their components and functions. The history section notes that early computers housed the CPU, memory, and peripherals on separate boards, while modern motherboards integrate many functions onto a single circuit board, supporting audio, video, storage, and networking.
This presentation provides an overview of motherboard components and functions. It describes the main components including the CPU socket, memory slots, chipset, BIOS, expansion slots, and input/output ports. It explains that the motherboard connects the central processing unit and other internal components to enable communication within the computer. Form factors like ATX and microATX determine the motherboard size and compatibility. Selecting a motherboard involves considering the CPU, case, expansion needs and warranty.
This document discusses global cities and their role in globalization. It defines global cities as important nodes in the global economic system that facilitate global operations and trade. Global cities experience both benefits and challenges from globalization. They attract global talent and foster cultural diversity but also face issues like inequality, poverty, and the potential for terrorist violence. While global cities create wealth, they also experience widening wealth gaps and the hollowing out of the middle class. The conclusion emphasizes that global cities are material representations of globalization that generate opportunities but also inequalities, making the question of a more just globalization partly about making cities more equitable.
The document discusses the key components and functions of a computer motherboard. It describes how a motherboard connects the central processing unit and other components like memory slots, drives, and peripherals. It explains that the motherboard form factor determines compatibility with other hardware. Common form factors include ATX, which is most popular, and BTX, the latest standard. The document outlines important motherboard components such as the chipset, CPU socket, memory slots, BIOS, and expansion slots. It provides details on how these components work together to enable system communication and functionality.
The document discusses motherboards and their history and functions. It provides the following key points:
1) A motherboard serves as the central circuit board of a computer and provides connections for other components to communicate.
2) Early computers had mainframes with backplanes for connecting components, but motherboards soon replaced this with a single printed circuit board.
3) Modern motherboards integrate most peripheral functions and contain components like the CPU, memory, BIOS, chipset and slots for expansion cards. The motherboard facilitates communication between all computer components and devices.
In 19th century Philippines, society was stratified into three classes. The highest class consisted of Spanish officials, Peninsulares (Spaniards born in Spain), and friars who ruled over the Filipinos. Below them were the middle class of native Filipinos and mestizos of mixed ancestry. The lowest class, considered the poorest, were the indios or ethnic Filipinos ruled by the Spaniards.
This document provides an overview of gender and social development. It discusses key topics like the Millennium Development Goals, theories around gender and development approaches, and case studies examining issues in different world regions. Some of the main points covered include an analysis of the WID and GAD frameworks, factors influencing women's empowerment, challenges regarding gender equality that still exist, and strategies that can be used to further promote women's rights and advancement.
The document discusses the motherboard, which connects and controls the main components inside a computer. It provides basic information about motherboards, including their components and functions. The history section notes that early computers housed the CPU, memory, and peripherals on separate boards, while modern motherboards integrate many functions onto a single circuit board, supporting audio, video, storage, and networking.
This presentation provides an overview of motherboard components and functions. It describes the main components including the CPU socket, memory slots, chipset, BIOS, expansion slots, and input/output ports. It explains that the motherboard connects the central processing unit and other internal components to enable communication within the computer. Form factors like ATX and microATX determine the motherboard size and compatibility. Selecting a motherboard involves considering the CPU, case, expansion needs and warranty.
This document discusses global cities and their role in globalization. It defines global cities as important nodes in the global economic system that facilitate global operations and trade. Global cities experience both benefits and challenges from globalization. They attract global talent and foster cultural diversity but also face issues like inequality, poverty, and the potential for terrorist violence. While global cities create wealth, they also experience widening wealth gaps and the hollowing out of the middle class. The conclusion emphasizes that global cities are material representations of globalization that generate opportunities but also inequalities, making the question of a more just globalization partly about making cities more equitable.
The document discusses the key components and functions of a computer motherboard. It describes how a motherboard connects the central processing unit and other components like memory slots, drives, and peripherals. It explains that the motherboard form factor determines compatibility with other hardware. Common form factors include ATX, which is most popular, and BTX, the latest standard. The document outlines important motherboard components such as the chipset, CPU socket, memory slots, BIOS, and expansion slots. It provides details on how these components work together to enable system communication and functionality.
The objective of this presentation is to enable primary users to maintain software and hardware parts of a computer. Further guides can be found from my face book page www.facebook.com/fita.ayalew or through my email address www.mengistuayalew@yahoo.com or by following on twitter @fita2004.
2018 ESC/ESH Guidelines for the management of arterial hypertensionJulfikar Saif
This document provides guidelines for the management of arterial hypertension from the 2018 ESC/ESH Guideline. Some of the key changes from the previous 2013 guidelines include lowering the target systolic blood pressure to under 140 mmHg for all patients and under 130 mmHg if tolerated. For patients over 65 years old, the target is 130-139 mmHg. The diastolic target is lowered to under 80 mmHg for all patients regardless of risk factors. The guidelines also provide recommendations on confirming a diagnosis of hypertension, investigating secondary causes, assessing risk factors, monitoring blood pressure, and initiating treatment.
This document discusses dimensions of development including definitions from various authors. It provides learning objectives for understanding concepts of development and community development. It examines definitions of development from Tayebwa, Todaro, Perroux, and Rogers which largely agree that development is a multi-dimensional process involving social, economic, and political changes to improve life. Community development is defined as a participatory process to address shared community concerns. National and global development challenges are also reviewed.
Punched cards were an early form of computer input and output media that stored data by punching holes in specific positions according to the Hollerith Code. While punched cards allowed both humans and machines to read data and provided low-cost, reusable storage, they were also bulky and prone to mechanical failures with low processing speeds. Common computer output methods included printed documents, diskettes, paper tape, magnetic tape, and cassette tape.
This document discusses the relationship between religion and ethics. It explores different perspectives on whether morality is dependent on religion such as the Divine Command Theory and the Independence Thesis. The document also examines arguments for and against the idea that religion enhances moral life or is even contrary to morality. Key figures discussed include Kant, Russell, Hume, Nowell-Smith, and Rachels.
Masasabi ba natin na tamad talaga ang mga Pilipino? Saan kaya nagsimula ang ganitong katamaran ng mga Pilipino?
NOTES:
https://www.scribd.com/document/341656611/Katamaran-Ng-Filipino-NOTES
1) Jose Rizal refuted claims that the Philippine islands were deserted and uninhabitable by noting the islands had good climate, many people, food, and resources to support human life.
2) Rizal identified the main islands that composed the Philippine archipelago, including Luzon, Mindoro, Cebu, Panay, and Mindanao. The inhabitants of each island had their own cultures and customs.
3) The natives practiced body tattooing as an art form, and men and women shared work responsibilities like farming and household chores, showing they had advanced societies and were not indolent as claimed.
4) While native moral rules allowed some unacceptable practices,
- The document summarizes Jose Rizal's 1889 essay "Philippines A Century Hence", where he forecasts the future of the Philippines within 100 years under Spanish colonial rule.
- Rizal predicted the deterioration and disappearance of Filipino indigenous culture due to Spain's implementation of oppressive military policies that depopulated the country and caused widespread poverty.
- He also expected the Filipino people to become passive and submissive to Spanish colonizers, but that national consciousness would eventually awaken and unite the people.
Understanding the College Lifestyle_ A research proposal by Jeff HarmeyerJeff Harmeyer
The document summarizes several research studies that examined factors affecting stress levels in college students. One study found that females reported higher stress than males, and that stressors included academic demands and social adjustments to college life. Another study found over 90% of medical students reported experiencing stress, with common stressors being exams, academics, relationships, and finances. A third study found that higher aspiration levels, poorer study habits, and more study problems were correlated with higher reported academic stress in pre-university students. The studies suggest implementing wellness programs and counseling to help students better cope with stress.
120 students participated in a survey about body image consisting of questions on knowledge, physical activity, environment, and attitude. The majority were sophomores aged 21, with 76 living off-campus and 44 on-campus. Results showed that knowledge of nutrition and exercise recommendations was highest for grains and fruits/vegetables, and lowest for oils. 31.7% engaged in low-impact activity 8+ times a week, with 63.3% of off-campus students attending the gym more than on-campus (26.7%). Females and younger students relied more on friends/family for health info and had less knowledge. The study aims to determine the dominant factor influencing body image and support past findings
This document discusses anxiety levels among college students. It notes that college is a stressful time with high workloads, activities, and expectations that can trigger anxiety. Statistics show anxiety is very common among college students. While college environments increase stress, activities like exercise can help reduce it. A study found students with high physical activity had lower anxiety and stress. The document emphasizes the importance of physical fitness for college student mental and physical health.
Physical Activity Level Analyses and Chronic-Degenerative Disease Risks In Do...IJERDJOURNAL
Abstract:- It is of common belief that physical activity can restore damages caused to people's health due to the stressful everyday work routine. The energy expenditure on physical activities is directly related to the frequency, duration and intensity of human movements developed on many tasks. Thus, the main objective of this paper was to evaluate this energy consumption in public school teachers from the city of Horizonte, Ceara, discussing about degenerative chronic disease risks. 30 teachers, 9 men and 21 women within the age of 25 to 59 years old, were evaluated. Their Body Mass Index (BMI) was calculated in order to classify them as normal, overweight and obese. As an instrument, the long version of the International Physical Activity Questionnarie (IPAQ) was used, once it is more recommended to national prevalence studies due to the possibility of international comparison. This instrument contains several questions related to frequency (days per week) and duration (time per day) spent on moderate and vigorous physical activities and walking. The questionnarie also captures the energy expenditure in METs, in order to classify the selected individuals according to intensity: “sedentary” (< 1,5 METs), “low” (1,5 < METs < 3,0), “moderate” (3,9 < METs < 5,9) and “high” (≥ 6,0 METs). These analyses were performed using the Epi Info™ program, which used descriptive statistics. The results showed that the teachers present a good level of physical activity with 46,67% classified as high, 40% as moderate and 13,13% as low. The individuals also presented significant degree of overweight and obesity, 43% and 34% respectively, and only 23% within the acceptable weight range. Therefore, it could be concluded that, among the modifiable risk factors, the physical activity and the body mass control play important roles when it comes to chronic-degenerative disease prevention
R E S E A R C H A R T I C L ERelationship Between Frequenc.docxcatheryncouper
This research article examined the relationship between frequency and intensity of physical activity and health behaviors in adolescents. Researchers analyzed survey data from over 800 high school students regarding their physical activity levels and health behaviors over the past 30 days. They found that adolescents who engaged in high levels of vigorous physical activity were less likely to use marijuana or engage in heavy marijuana use, consumed more healthy carbohydrates and fats, used stress management techniques more frequently, and reported better quality of sleep compared to those with low vigorous physical activity. Few differences were seen based on frequency of moderate physical activity. The findings suggest frequent vigorous physical activity in adolescents may reduce risky behaviors and promote healthy behaviors. More research is needed to better understand these relationships.
Abstract
Background: Across the country, nursing students are experiencing alarming amounts of stress. While stress is a common phenomenon, it has been shown to negatively impact nursing student performance and general health. One solution to this issue is mindfulness-based stress reduction (MBSR). Reported effects of MBSR include stress reduction; mindfulness; improvements in self-esteem; increase in general health; a decrease in anxiety; and an increase in empathy. Because MBSR is not widely included in nursing curricula, students are not learning stress reduction techniques needed to manage daily stress. Purpose: To address this gap, a DNP project was implemented at a university site. The project’s purpose was two-fold: To increase the knowledge of faculty and to provide educational resources for students. Methods: A toolkit was developed that included a Power Point presentation for faculty; a copy of the Perceived Stress Scale (PSS); and handouts on stress and MBSR techniques for students. Thirty-four faculty in an online family nurse practitioner program were offered the toolkit at one university in California; five faculty participated and completed the surveys. Results: Valuable data was obtained on the effectiveness of the presentation on faculty knowledge, perception, acceptance, and willingness to use the resources provided. Conclusion: When provided with a toolkit on stress and MBSR techniques, faculty became more aware of the significance of stress and stated they were willing to utilize the resources provided in future online classes.
The document summarizes a quantitative research study that examined the relationship between pre-workout warm-ups and psychological factors like motivation and enjoyment. The study surveyed 76 college students about their exercise habits, warm-up usage, and ratings of motivation, enjoyment and adherence. Results showed those who reported using warm-ups had significantly higher motivation and enjoyment ratings than those who did not, though adherence ratings were not significantly different. However, the study had limitations like a non-diverse sample and no examination of different pre-workout routines. Follow up research with larger, more varied samples and experimental designs are needed to better understand the relationships found.
This study investigated the physical fitness levels of 236 female and 257 male students from years 6 to 9 through a series of "Faster, Higher, Stronger" tests assessing speed, strength, and power. The objectives were to analyze performance variations by year and gender, improvement rates across years, comparative physical strength analyses, and correlations between medicine ball throw and broad jump performances and between height and broad jump distance. Students participated in testing sessions measuring height, weight, hand grip strength, 15m sprint time, broad jump distance, and medicine ball throw distance. Correlation analyses found moderate to strong relationships between medicine ball throw and broad jump and between height and broad jump distance. Comparative analyses found boys generally outperformed girls but also some performance
This document provides biographies for four students involved in a stress management program called "More Sweat, Less Stress" at Georgia Southern University. It then summarizes research showing high levels of stress among college students and the need for stress management programs. The program consisted of a powerpoint presentation and two interactive activities (Zumba and meditation) to teach stress management techniques. Pre- and post-tests were used to evaluate the program, finding an 8-point increase in stress management knowledge among participants who reported a mean pre-test score of 25.8 increasing to a mean post-test score of 33.1. The summary concludes the data suggests techniques like Zumba and meditation are effective ways to reduce college student stress.
A study was conducted of 24 college students at William Paterson University to determine their awareness and practice of meditation. The majority of students were aware of the benefits of meditation for reducing stress and improving academic performance, though most did not meditate regularly. While students acknowledged meditation was free and could fit into their schedules, they were less likely to meditate because it is not currently viewed as a societal norm among their peers. The study recommends further research with larger samples and introducing meditation programs on campuses to promote it as a healthy habit.
The impact of physical activity participation on the self esteem of the stude...Dr. Mohammed Abou Elmagd
Positive self-esteem helps people to feel good about themselves and gives them confidence to do things and confront social challenges. Positive self-esteem is improved by certain factors including increased physical activity. This can be utilized in the university age group, especially when considering medical and health sciences colleges where higher stress levels are recorded. Aim: To assess the relationship between physical activity and self-esteem among medical and health sciences students. Methods: an online questionnaire-based cross sectional study involved 198 students from RAK Medical and Health Sciences University was conducted to identify the level of physical activity and self-esteem score. Results were tabulated and analyzed using SPSS. Results: there was significant positive correlation between physical activity and self-esteem (r = 0.604). However, the correlation was higher for female students with no significant difference. Correlation among colleges did not show significant differences.
Effect of socio economic status on the effective students participation in ph...Dr. Mohammed Abou Elmagd
The socio-economic status make-up of an individual Influences habitual physical activity and plays an important role in one’s achievements in every field of life, including performance in sports. The current study aimed to assess the effect of socio-economic status determined by parental education and family income on the effective students’ participation in physical activity sessions at RAK Medical& Health Sciences University. The study demonstrated significant positive correlation between physical activity levels of the students and mother education (r=0.139, p=0.05) and family income (r = 0.182, p= 0.01), while father education had no significant effect on the level of students’ physical activity (r =0.030, p=0.676). Conversely, a significant negative correlation was noted between the physical activity levels of the students and number of family members (r = -0.130, p= 0.068). The study also revealed that the majority (114/198, 52%) of students were in the medium socio-economic status category. In addition, students with low socio-economic status were more likely to display low physical activity whereas students with high socio-economic status were more likely to display high physical activity.
This study investigated the prevalence of urinary incontinence (UI) among female group fitness instructors, including yoga and Pilates teachers, in Norway. The key findings were:
1) 26.3% of the 685 female instructors reported experiencing UI, with most reporting stress UI that occurred during physical activity or exercise.
2) Yoga and Pilates instructors had a similar prevalence of UI to other fitness instructors, with 25.9% reporting UI.
3) Older instructors and those with longer teaching careers had a significantly higher prevalence of UI, while use of oral contraceptives was protective against UI.
The objective of this presentation is to enable primary users to maintain software and hardware parts of a computer. Further guides can be found from my face book page www.facebook.com/fita.ayalew or through my email address www.mengistuayalew@yahoo.com or by following on twitter @fita2004.
2018 ESC/ESH Guidelines for the management of arterial hypertensionJulfikar Saif
This document provides guidelines for the management of arterial hypertension from the 2018 ESC/ESH Guideline. Some of the key changes from the previous 2013 guidelines include lowering the target systolic blood pressure to under 140 mmHg for all patients and under 130 mmHg if tolerated. For patients over 65 years old, the target is 130-139 mmHg. The diastolic target is lowered to under 80 mmHg for all patients regardless of risk factors. The guidelines also provide recommendations on confirming a diagnosis of hypertension, investigating secondary causes, assessing risk factors, monitoring blood pressure, and initiating treatment.
This document discusses dimensions of development including definitions from various authors. It provides learning objectives for understanding concepts of development and community development. It examines definitions of development from Tayebwa, Todaro, Perroux, and Rogers which largely agree that development is a multi-dimensional process involving social, economic, and political changes to improve life. Community development is defined as a participatory process to address shared community concerns. National and global development challenges are also reviewed.
Punched cards were an early form of computer input and output media that stored data by punching holes in specific positions according to the Hollerith Code. While punched cards allowed both humans and machines to read data and provided low-cost, reusable storage, they were also bulky and prone to mechanical failures with low processing speeds. Common computer output methods included printed documents, diskettes, paper tape, magnetic tape, and cassette tape.
This document discusses the relationship between religion and ethics. It explores different perspectives on whether morality is dependent on religion such as the Divine Command Theory and the Independence Thesis. The document also examines arguments for and against the idea that religion enhances moral life or is even contrary to morality. Key figures discussed include Kant, Russell, Hume, Nowell-Smith, and Rachels.
Masasabi ba natin na tamad talaga ang mga Pilipino? Saan kaya nagsimula ang ganitong katamaran ng mga Pilipino?
NOTES:
https://www.scribd.com/document/341656611/Katamaran-Ng-Filipino-NOTES
1) Jose Rizal refuted claims that the Philippine islands were deserted and uninhabitable by noting the islands had good climate, many people, food, and resources to support human life.
2) Rizal identified the main islands that composed the Philippine archipelago, including Luzon, Mindoro, Cebu, Panay, and Mindanao. The inhabitants of each island had their own cultures and customs.
3) The natives practiced body tattooing as an art form, and men and women shared work responsibilities like farming and household chores, showing they had advanced societies and were not indolent as claimed.
4) While native moral rules allowed some unacceptable practices,
- The document summarizes Jose Rizal's 1889 essay "Philippines A Century Hence", where he forecasts the future of the Philippines within 100 years under Spanish colonial rule.
- Rizal predicted the deterioration and disappearance of Filipino indigenous culture due to Spain's implementation of oppressive military policies that depopulated the country and caused widespread poverty.
- He also expected the Filipino people to become passive and submissive to Spanish colonizers, but that national consciousness would eventually awaken and unite the people.
Understanding the College Lifestyle_ A research proposal by Jeff HarmeyerJeff Harmeyer
The document summarizes several research studies that examined factors affecting stress levels in college students. One study found that females reported higher stress than males, and that stressors included academic demands and social adjustments to college life. Another study found over 90% of medical students reported experiencing stress, with common stressors being exams, academics, relationships, and finances. A third study found that higher aspiration levels, poorer study habits, and more study problems were correlated with higher reported academic stress in pre-university students. The studies suggest implementing wellness programs and counseling to help students better cope with stress.
120 students participated in a survey about body image consisting of questions on knowledge, physical activity, environment, and attitude. The majority were sophomores aged 21, with 76 living off-campus and 44 on-campus. Results showed that knowledge of nutrition and exercise recommendations was highest for grains and fruits/vegetables, and lowest for oils. 31.7% engaged in low-impact activity 8+ times a week, with 63.3% of off-campus students attending the gym more than on-campus (26.7%). Females and younger students relied more on friends/family for health info and had less knowledge. The study aims to determine the dominant factor influencing body image and support past findings
This document discusses anxiety levels among college students. It notes that college is a stressful time with high workloads, activities, and expectations that can trigger anxiety. Statistics show anxiety is very common among college students. While college environments increase stress, activities like exercise can help reduce it. A study found students with high physical activity had lower anxiety and stress. The document emphasizes the importance of physical fitness for college student mental and physical health.
Physical Activity Level Analyses and Chronic-Degenerative Disease Risks In Do...IJERDJOURNAL
Abstract:- It is of common belief that physical activity can restore damages caused to people's health due to the stressful everyday work routine. The energy expenditure on physical activities is directly related to the frequency, duration and intensity of human movements developed on many tasks. Thus, the main objective of this paper was to evaluate this energy consumption in public school teachers from the city of Horizonte, Ceara, discussing about degenerative chronic disease risks. 30 teachers, 9 men and 21 women within the age of 25 to 59 years old, were evaluated. Their Body Mass Index (BMI) was calculated in order to classify them as normal, overweight and obese. As an instrument, the long version of the International Physical Activity Questionnarie (IPAQ) was used, once it is more recommended to national prevalence studies due to the possibility of international comparison. This instrument contains several questions related to frequency (days per week) and duration (time per day) spent on moderate and vigorous physical activities and walking. The questionnarie also captures the energy expenditure in METs, in order to classify the selected individuals according to intensity: “sedentary” (< 1,5 METs), “low” (1,5 < METs < 3,0), “moderate” (3,9 < METs < 5,9) and “high” (≥ 6,0 METs). These analyses were performed using the Epi Info™ program, which used descriptive statistics. The results showed that the teachers present a good level of physical activity with 46,67% classified as high, 40% as moderate and 13,13% as low. The individuals also presented significant degree of overweight and obesity, 43% and 34% respectively, and only 23% within the acceptable weight range. Therefore, it could be concluded that, among the modifiable risk factors, the physical activity and the body mass control play important roles when it comes to chronic-degenerative disease prevention
R E S E A R C H A R T I C L ERelationship Between Frequenc.docxcatheryncouper
This research article examined the relationship between frequency and intensity of physical activity and health behaviors in adolescents. Researchers analyzed survey data from over 800 high school students regarding their physical activity levels and health behaviors over the past 30 days. They found that adolescents who engaged in high levels of vigorous physical activity were less likely to use marijuana or engage in heavy marijuana use, consumed more healthy carbohydrates and fats, used stress management techniques more frequently, and reported better quality of sleep compared to those with low vigorous physical activity. Few differences were seen based on frequency of moderate physical activity. The findings suggest frequent vigorous physical activity in adolescents may reduce risky behaviors and promote healthy behaviors. More research is needed to better understand these relationships.
Abstract
Background: Across the country, nursing students are experiencing alarming amounts of stress. While stress is a common phenomenon, it has been shown to negatively impact nursing student performance and general health. One solution to this issue is mindfulness-based stress reduction (MBSR). Reported effects of MBSR include stress reduction; mindfulness; improvements in self-esteem; increase in general health; a decrease in anxiety; and an increase in empathy. Because MBSR is not widely included in nursing curricula, students are not learning stress reduction techniques needed to manage daily stress. Purpose: To address this gap, a DNP project was implemented at a university site. The project’s purpose was two-fold: To increase the knowledge of faculty and to provide educational resources for students. Methods: A toolkit was developed that included a Power Point presentation for faculty; a copy of the Perceived Stress Scale (PSS); and handouts on stress and MBSR techniques for students. Thirty-four faculty in an online family nurse practitioner program were offered the toolkit at one university in California; five faculty participated and completed the surveys. Results: Valuable data was obtained on the effectiveness of the presentation on faculty knowledge, perception, acceptance, and willingness to use the resources provided. Conclusion: When provided with a toolkit on stress and MBSR techniques, faculty became more aware of the significance of stress and stated they were willing to utilize the resources provided in future online classes.
The document summarizes a quantitative research study that examined the relationship between pre-workout warm-ups and psychological factors like motivation and enjoyment. The study surveyed 76 college students about their exercise habits, warm-up usage, and ratings of motivation, enjoyment and adherence. Results showed those who reported using warm-ups had significantly higher motivation and enjoyment ratings than those who did not, though adherence ratings were not significantly different. However, the study had limitations like a non-diverse sample and no examination of different pre-workout routines. Follow up research with larger, more varied samples and experimental designs are needed to better understand the relationships found.
This study investigated the physical fitness levels of 236 female and 257 male students from years 6 to 9 through a series of "Faster, Higher, Stronger" tests assessing speed, strength, and power. The objectives were to analyze performance variations by year and gender, improvement rates across years, comparative physical strength analyses, and correlations between medicine ball throw and broad jump performances and between height and broad jump distance. Students participated in testing sessions measuring height, weight, hand grip strength, 15m sprint time, broad jump distance, and medicine ball throw distance. Correlation analyses found moderate to strong relationships between medicine ball throw and broad jump and between height and broad jump distance. Comparative analyses found boys generally outperformed girls but also some performance
This document provides biographies for four students involved in a stress management program called "More Sweat, Less Stress" at Georgia Southern University. It then summarizes research showing high levels of stress among college students and the need for stress management programs. The program consisted of a powerpoint presentation and two interactive activities (Zumba and meditation) to teach stress management techniques. Pre- and post-tests were used to evaluate the program, finding an 8-point increase in stress management knowledge among participants who reported a mean pre-test score of 25.8 increasing to a mean post-test score of 33.1. The summary concludes the data suggests techniques like Zumba and meditation are effective ways to reduce college student stress.
A study was conducted of 24 college students at William Paterson University to determine their awareness and practice of meditation. The majority of students were aware of the benefits of meditation for reducing stress and improving academic performance, though most did not meditate regularly. While students acknowledged meditation was free and could fit into their schedules, they were less likely to meditate because it is not currently viewed as a societal norm among their peers. The study recommends further research with larger samples and introducing meditation programs on campuses to promote it as a healthy habit.
The impact of physical activity participation on the self esteem of the stude...Dr. Mohammed Abou Elmagd
Positive self-esteem helps people to feel good about themselves and gives them confidence to do things and confront social challenges. Positive self-esteem is improved by certain factors including increased physical activity. This can be utilized in the university age group, especially when considering medical and health sciences colleges where higher stress levels are recorded. Aim: To assess the relationship between physical activity and self-esteem among medical and health sciences students. Methods: an online questionnaire-based cross sectional study involved 198 students from RAK Medical and Health Sciences University was conducted to identify the level of physical activity and self-esteem score. Results were tabulated and analyzed using SPSS. Results: there was significant positive correlation between physical activity and self-esteem (r = 0.604). However, the correlation was higher for female students with no significant difference. Correlation among colleges did not show significant differences.
Effect of socio economic status on the effective students participation in ph...Dr. Mohammed Abou Elmagd
The socio-economic status make-up of an individual Influences habitual physical activity and plays an important role in one’s achievements in every field of life, including performance in sports. The current study aimed to assess the effect of socio-economic status determined by parental education and family income on the effective students’ participation in physical activity sessions at RAK Medical& Health Sciences University. The study demonstrated significant positive correlation between physical activity levels of the students and mother education (r=0.139, p=0.05) and family income (r = 0.182, p= 0.01), while father education had no significant effect on the level of students’ physical activity (r =0.030, p=0.676). Conversely, a significant negative correlation was noted between the physical activity levels of the students and number of family members (r = -0.130, p= 0.068). The study also revealed that the majority (114/198, 52%) of students were in the medium socio-economic status category. In addition, students with low socio-economic status were more likely to display low physical activity whereas students with high socio-economic status were more likely to display high physical activity.
This study investigated the prevalence of urinary incontinence (UI) among female group fitness instructors, including yoga and Pilates teachers, in Norway. The key findings were:
1) 26.3% of the 685 female instructors reported experiencing UI, with most reporting stress UI that occurred during physical activity or exercise.
2) Yoga and Pilates instructors had a similar prevalence of UI to other fitness instructors, with 25.9% reporting UI.
3) Older instructors and those with longer teaching careers had a significantly higher prevalence of UI, while use of oral contraceptives was protective against UI.
Running head: PHYSICAL ACTIVITY AND SELF-EFFICACY 1
PHYSICAL ACTIVITY AND SELF-EFFICACY 2
The Relationship between Physical Activity and Self-Efficacy in Schools
Abstract
Few studies have examined the relationship between physical activities and health outcomes among adolescents. The majority of the adult population knows much about health-risk behaviours of adolescents, and knows less about their health-promoting behaviours. The purpose of the study was to determine the relationship between physical activity levels and self-efficacy among adolescents.
Introduction
According to Start Active, regular physical activity associates with benefits for physical and mental health (as cited in Roberts et al, 2015). Studies have indicated that health life traits and styles have an impact on lifelong health and life quality. Childhood poor diet and physical inactivity have been risk factors for a multitude of chronic health condition in adulthood (Matthews et al, 2015). According to the Centers for Disease Control and Prevention for children, only 42% of children and 8% of adolescents achieve current recommended physical activity.
Most students studying in Hoca Ahment Yesevi University were hound to have health issues emanating from lack of physical exercise and personal fitness programs (Ozkan, 2015). Up to 70 per cent of university students are reported as not participating in regular free-time physical activity or exercise (Haase et al, 2004, as cited in Roberts et al, 2014). Simon et al (2015) mentioned that majority of the adult population fails to achieve recommended daily exercise, 30-minutes moderate intensity exercise. When physical activity is conducted regularly as the researchers found out, it is likely to improve the physical fitness of the students and generally of people and therefore contributing heavily to better healthy life styles. Achieving daily exercise was shown to promote better sleep quality and higher psychological functioning in adolescents (Kalak et al, 2012, as cited in Rew et al, 2015).
Styles and activities that promote the health of humans increase their chances of wellbeing and therefore promote healthy living. In achieving well-being in health, there must be a mentioned engagement in activities which are likely to enhance the same such as proper exercises and fitness methods. Health promotion takes quite a multidimensional structure, that is, intellectual, mental, physical and social and therefore a number of behaviours which are meant at promoting behaviours are identified by health professionals and other researchers. These behaviours include life appreciation, stress management, health responsibility, social support, exercise and better nutrition. Therefore a general conclusion is arrived at that physical activity and exercise have an impact on the quality of human life and can actually aid its improveme.
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The study measured physical activity levels of 50 boys and 50 girls aged 9-10 using accelerometers worn for 7 days. It found that on average, girls spent 38 more minutes per day being sedentary than boys. Boys also spent 19 more minutes per day doing moderate to vigorous physical activity. Overall, both genders spent over 9 hours per day being sedentary. Just over half of the pupils met the government's physical activity guidelines of 60 minutes per day, with more boys (36%) meeting it than girls (18%). The study concludes that sedentary time needs to be reduced and girls' physical activity levels need to be increased to meet guidelines and improve health.
Full paper physical actvity ,mental health and quality of life of athletesalonzo mortejo
This study examined the physical activity, mental health, and quality of life of 176 university student athletes in the Philippines amidst the COVID-19 pandemic. Quantitative data was collected using questionnaires on physical activity, quality of life, and mental health. Qualitative data from interviews identified key coping strategies used by athletes, including maintaining a positive mindset, family support, prayer, and staying productive. The findings provide insight into how the pandemic has impacted athletes and will help inform policies to support their needs during this difficult time.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Similar to Effects-of-Exercise-on-Perceived-Stress-Levels-of-College-Students (20)
1. Running Head: PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 1
Effects of Exercise on Perceived Stress Levels of College Students
Examining Differences in Self-Reported Aerobic Activity and Stress
Jacqueline L Hirn
University of Illinois at Urbana-Champaign
2. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 2
Abstract
The college environment is, perhaps, among the most challenging and diverse places young
adults can find themselves at. It is within the university’s prerogative to educate and
maintain a healthy student population to ensure academic success. Additionally, the
detriments of sedentary lifestyles are constantly popping up in media reports around the
country. Today it is well-known that a lack of physical activity is harmful to ones physical
fitness and health. However, less examined are the effects of physical activity on mental
health. As mental health is vital for academic success, this study is aimed to examine how
activity levels affect stress levels. To examine this, stress and physical activity levels were
collected from 112 University of Illinois students via survey. The results showed a decrease
in perceived level of stress as exercise amounts increased; however, when more than an
hour of exercise was reported the stress levels spiked. The potential benefits the study
found could provide the university an additional reason to advocate and educate students
of the benefits of physical activity and healthy living.
3. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 3
Effects of Exercise on Perceived Stress Levels of College Students
Examining Differences in Self-Reported Aerobic Activity and Stress
The aim of this study was simply that of an exploratory nature; it aimed to observe basic
trends within a representative population of students regarding stress—a large factor of
mental health—and physical activity. There have been many formal studies conducted
examining the relationship in college students between physical activity, overweight,
obesity, and diet. The 2003 study done by Huang and associates effectively summarized
many of the concerns we know as a matter of fact within this campus setting—most college
students do not meet daily physical activity and dietary guidelines. Other studies have
found approximately half (40% to 50%) of college students are physically inactive and
ventured to say that the study of college students’ physical activity levels has been
seriously neglected in modern research (Keating, 2005). Ever increasingly, the data have
led us to see that lack of physical activity is detrimental to health in increased risk of
diabetes, heart disease, overweight, and even certain cancers within the college population.
Strangely not very many studies examined the tolls a sedentary lifestyle had on mental
health. The goal of this study was to examine how levels of physical activity related to
perceived stress.
Procedure and Survey Design
The data was collected via a five-question survey with the six multiple choice questions
asking the participant to select their gender, number of credit hours, types of exercise,
duration of exercise, class status, and perceived level of stress. The survey was sent out to
students from a class advisor to university emails and then distributed to additional
students to gain a larger pool. Physical activity duration included four options: under 20
4. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 4
minutes, 20 to 40 minutes, 40 minutes to an hour, or more than an hour. Participants chose
the one that most accurately described them most of the time (at least four days a week).
Stress levels were also quantified into four categories: 2 (mild to no stress), 3 (moderate
stress), 4 (barely manageable stress), and 5 (stress potentially affecting health). The
descriptors for the stress levels were present to aid in quantifying perceived levels,
however, it should be acknowledged that stress is an extraordinarily subjective subject
material. In addition, forms of activity were provided to choose from as well and included
walking to class/bus, treadmill/weight training, athletic or sports training, skating/long-
boarding to class, or other (yoga, dance, etc.). The survey was entirely voluntary, but
incentive was supplied to entice participants. The order of questions and the order of the
provided responses were randomized to reduce biases and the completed responses were
compiled into a spreadsheet and analyzed.
Analysis
Once the data were received the stress levels were first split and averaged according to
potential confounders. Of all 112 participants, the average stress level was 3.35. When split
between males and females, a surprising difference was seen. Within females (n=82), the
stress level was an average of 3.41 while in males (n=30) the stress level averaged 3.17.
Looking back at the whole data, the splits between students’ year in school showed some
differences. Sampled first-years averaged a stress level of 3.13 (n=28), second-years
averaged 3.43 (n=40), third-years averaged 3.42 (n=28), fourth-years averaged 3.55 (n=9),
fifth-years averaged 3.50 (n=2) and graduate students averaged 3.00 (n=4). Finally, the
exercise durations and stress levels held the following results: those who had under 20
minutes of activity had an average of 3.39 for stress (n=51), those who fell in the 20 to 40
5. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 5
minute bin had an average of 3.28 (n=31), those who had 40 minutes to one hour of activity
averaged 3.23 (n=21) and those that reported over an hour of activity averaged 3.42 (n=7).
The relationship between class credit hour load and stress did not bear a significant
correlation.
Discussion
The finding the study was aimed to examine was the peculiar decrease in stress levels from
those who had under 20 minutes of activity a day to those who reported 40 minutes to an
hour of activity a day. When plotted, there is a strong, negative linear relationship (r=-.977)
between the three bins of participants’ activity duration increasing and their stress level
decreasing. The final bin of those who participated in more than an hour of activity had
average stress levels that spiked above the rest of the sample. The types of activity these
groups participated in went under scrutiny. Of those in the under 20 minutes category,
84.6% report their only physical activity as walking to class or to the bus. Of those who
reported 20 to 40 minutes of activity, 40.6% of respondents only walk to class or the bus.
In the 40 minutes to an hour category, 9.1% of respondents only walked to class or to the
bus. Additionally, of those who were in the lowest duration of activity only 5.7% of
respondents reported any form of running or strength training while as the duration
increased to 40 minutes to an hour of activity, the percentage of those who ran or strength-
trained increased to 86.0%. Unfortunately, it is difficult to discern the effects of the
differences between the duration of activity and the type of activity that affect stress levels
in students. It would be a point of further research to examine the differences between
acute bouts of aerobic exercise (such as 15 minutes on a treadmill) and more vigorous
bouts of aerobic exercise (perhaps 30 minutes on a treadmill).
6. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 6
The final bin of respondents only contained seven participants who reported more than an
hour of physical activity apiece. Of these seven, every single respondent listed athletic or
sports training as their primary activity. In the study, these seven made up for all but one
(87.5%) of the reported athletic or sports training participants. While it is uncertain from
the data, these seven may be part of one of our varsity sports teams that require vigorous
training regimens and the additional training and class may be the reason for the unusual
spike. However, more research should be conducted in athletes and stress levels to
examine the validity of this statement.
Relation and Application to Community Health
This study just begins to scratch the surface of the importance of physical health for mental
health. If the study were to be expanded into geriatrics to examine the implications of
activity and cognitive aging, the results could be community changing. With repetition and
new evidence to expand the study’s brief findings, the campus community could benefit
greatly. The results would give ground to establish a new educational program for students
to promote the many aspects of health often overlooked and the linkage between these
areas of health. In application, the study can be used to improve the health of students as a
whole as well as increasing the list of known benefits of physical activity.
Other Areas for Further Study
The findings pose several other interesting points. The difference in male and female stress
levels is noticeable, however, the female sample was nearly three times as large as the male
sample. The differences here could be attributed to sampling errors. Yet, a new area of
study could be examined in the differences in how females internalize and cope with stress
as compared to their male counterparts. Stress compared with years poses a differing
7. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 7
standpoint. First-years had the lowest sampled average stress level, while second and
third-years were nearly identical with their respective levels. Fourth-year students
appeared the most stressed. Perhaps the relatively low levels of stress in first-years are
being confounded by an outlying factor such as university housing accommodations, lack of
graduate school applications, or lack of the ability to legally obtain alcohol (and for some,
legally enter campus bars or hangouts). Further study could be conducted in these areas to
establish additional trends and eliminate existing confounders.
8. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 8
References
Huang, T., Harris, K., Lee, R., Nazir, N., Born, W., & Kaur, H. (2003). Assessing overweight,
obesity, diet, and physical activity in college students. Journal of Americal College
Health, 52(2), 83-6. Retrieved December 2, 2015, from http://www.ncbi.nlm.nih.gov
Keating, X., Guan, J., Piñero, J., & Bridges, D. (2005). A meta-analysis of college students'
physical activity behaviors. Journal of American College Health., 54(2), 116-25.
Retrieved December 2, 2015, from http://www.ncbi.nlm.nih.gov
McKenzie, J., Pinger, R., & Kotecki, J. (2015). An Introduction to Community Health (8th ed.).
Jones and Bartlett.
9. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 9
Appendix A
Raw Data
What year in
school are you?
How many
credit hours
are you
currently
enrolled in?
On average, what types aerobic
exercise do you do on a daily basis?
(Select all that apply.)
On average,
how long do
you exercise
a day?
On a scale from two
to five, how
stressed would you
describe yourself?
What is
your
gender?
Senior (fourth-
year) 18 Walking to class
20 minutes
to 40
minutes
4 (barely
manageable stress) Female
Senior (fourth-
year) 12-13
Just walking/running to the bus,
Walking to class
20 minutes
to 40
minutes 3 (moderate stress) Male
Senior (fourth-
year) 16-17
Walking to class, Treadmill/weight
training
40 minutes
to an hour 3 (moderate stress) Female
Senior (fourth-
year) 14-15
Just walking/running to the bus,
Walking to class, Treadmill/weight
training
20 minutes
to 40
minutes
4 (barely
manageable stress) Female
Senior (fourth-
year) 16-17
Walking to class, Treadmill/weight
training, Sports training
40 minutes
to an hour
5 (stress potentially
affecting health) Female
Senior (fourth-
year) 16-17
Walking to class, Treadmill/weight
training, Sports training
40 minutes
to an hour
4 (barely
manageable stress) Male
Senior (fourth-
year) 19+
Just walking/running to the bus,
Walking to class
20 minutes
to 40
minutes
5 (stress potentially
affecting health) Female
Senior (fourth-
year) 14-15 Walking to class
Under 20
minutes 3 (moderate stress) Female
Senior (fourth-
year) 18 Walking to class
20 minutes
to 40
minutes
4 (barely
manageable stress) Female
Senior (fourth-
year) 16-17
Just walking/running to the bus,
Walking to class
Under 20
minutes
4 (barely
manageable stress) Female
Senior (fourth-
year) 18 Walking to class
Under 20
minutes
4 (barely
manageable stress) Female
Senior (fourth-
year) 14-15 Walking to class
20 minutes
to 40
minutes 3 (moderate stress) Female
Senior (fourth-
year) 18
Just walking/running to the bus,
Walking to class, Sports training
40 minutes
to an hour 3 (moderate stress) Female
Senior (fourth-
year) 16-17
Walking to class, Treadmill/weight
training, Sports training
More than an
hour
4 (barely
manageable stress) Female
Senior (fourth-
year) 14-15
Walking to class, Treadmill/weight
training
40 minutes
to an hour 3 (moderate stress) Female
Senior (fourth-
year) 14-15
Just walking/running to the bus,
Walking to class, Treadmill/weight
training
40 minutes
to an hour 3 (moderate stress) Female
Senior (fourth-
year) 16-17
Walking to class, Treadmill/weight
training
Under 20
minutes
4 (barely
manageable stress) Female
10. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 10
Senior (fourth-
year) 18 Walking to class, Sports training
More than an
hour 3 (moderate stress) Female
Senior (fourth-
year) 16-17
Walking to class, Treadmill/weight
training
40 minutes
to an hour 3 (moderate stress) Female
Senior (fourth-
year) 19+ Walking to class
Under 20
minutes 3 (moderate stress) Female
Senior (fourth-
year) 16-17 Just walking/running to the bus
Under 20
minutes 3 (moderate stress) Female
Senior (fourth-
year) 16-17
Walking to class, Treadmill/weight
training
More than an
hour 2 (mild stress) Male
Senior (fourth-
year) 18
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Senior (fourth-
year) 14-15 Other (skating, yoga, etc)
20 minutes
to 40
minutes 2 (mild stress) Male
Senior (fourth-
year) 16-17 Walking to class
20 minutes
to 40
minutes 3 (moderate stress) Male
Senior (fourth-
year) 14-15
Just walking/running to the bus,
Walking to class, Sports training
40 minutes
to an hour
4 (barely
manageable stress) Male
Junior (third-
year) 14-15
Just walking/running to the bus,
Walking to class
20 minutes
to 40
minutes
4 (barely
manageable stress) Female
Graduate
Student 16-17
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Sophomore
(second-year) 16-17
Walking to class, Treadmill/weight
training, Sports training
More than an
hour 3 (moderate stress) Male
Junior (third-
year) 19+
Walking to class, Treadmill/weight
training, Sports training
40 minutes
to an hour 3 (moderate stress) Female
Senior (fourth-
year) 16-17
Walking to class, Treadmill/weight
training, Other (skating, yoga, etc)
20 minutes
to 40
minutes 3 (moderate stress) Male
Junior (third-
year) 14-15 Sports training
Under 20
minutes
4 (barely
manageable stress) Male
Sophomore
(second-year) 16-17
Just walking/running to the bus,
Walking to class
20 minutes
to 40
minutes 3 (moderate stress) Female
Junior (third-
year) 19+ Walking to class
Under 20
minutes 3 (moderate stress) Male
Sophomore
(second-year) 16-17
Just walking/running to the bus,
Walking to class
Under 20
minutes
4 (barely
manageable stress) Female
Junior (third-
year) 18
Just walking/running to the bus,
Walking to class, Other (skating,
yoga, etc)
More than an
hour
4 (barely
manageable stress) Female
Junior (third-
year) 16-17
None, Just walking/running to the
bus, Walking to class
Under 20
minutes 3 (moderate stress) Female
Senior (fourth-
year) 18
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Senior (fourth-
year) 12-13
Walking to class, Other (skating,
yoga, etc)
20 minutes
to 40
4 (barely
manageable stress) Female
11. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 11
minutes
Junior (third-
year) 14-15 Walking to class
Under 20
minutes 3 (moderate stress) Female
Graduate
Student 16-17 Walking to class
Under 20
minutes 3 (moderate stress) Female
Super-Senior
(fifth-year) 16-17 Walking to class
Under 20
minutes
4 (barely
manageable stress) Male
Sophomore
(second-year) 18
Walking to class, Other (skating,
yoga, etc)
More than an
hour
4 (barely
manageable stress) Female
Sophomore
(second-year) 12-13
Just walking/running to the bus,
Walking to class
Under 20
minutes
4 (barely
manageable stress) Male
Freshman (first-
year) 14-15
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Sophomore
(second-year) 12-13
Just walking/running to the bus,
Walking to class
Under 20
minutes
4 (barely
manageable stress) Male
Sophomore
(second-year) 14-15
Just walking/running to the bus,
Walking to class
Under 20
minutes
5 (stress potentially
affecting health) Female
Senior (fourth-
year) 19+
Just walking/running to the bus,
Walking to class
20 minutes
to 40
minutes
4 (barely
manageable stress) Female
Freshman (first-
year) 16-17
Just walking/running to the bus,
Walking to class
20 minutes
to 40
minutes
5 (stress potentially
affecting health) Female
Sophomore
(second-year) 12-13
Just walking/running to the bus,
Walking to class
20 minutes
to 40
minutes 3 (moderate stress) Male
Freshman (first-
year) 14-15
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Male
Sophomore
(second-year) 16-17
Just walking/running to the bus,
Walking to class, Treadmill/weight
training
40 minutes
to an hour
4 (barely
manageable stress) Female
Junior (third-
year) 16-17 Walking to class
Under 20
minutes 2 (mild stress) Female
Sophomore
(second-year) 14-15
Walking to class, Treadmill/weight
training
20 minutes
to 40
minutes 3 (moderate stress) Male
Junior (third-
year) 12-13
Just walking/running to the bus,
Walking to class, Treadmill/weight
training, Sports training,
Skate/longboarding, Other
(skating, yoga, etc)
40 minutes
to an hour 3 (moderate stress) Male
Sophomore
(second-year) 14-15 Just walking/running to the bus
Under 20
minutes
4 (barely
manageable stress) Female
Sophomore
(second-year) 18 Walking to class
20 minutes
to 40
minutes 2 (mild stress) Female
Freshman (first-
year) 12-13
Just walking/running to the bus,
Treadmill/weight training
Under 20
minutes 2 (mild stress) Female
Freshman (first-
year) 14-15
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
12. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 12
Sophomore
(second-year) 16-17
Walking to class, Treadmill/weight
training, Other (skating, yoga, etc)
40 minutes
to an hour
4 (barely
manageable stress) Female
Freshman (first-
year) 16-17
Just walking/running to the bus,
Walking to class, Other (skating,
yoga, etc)
40 minutes
to an hour 3 (moderate stress) Female
Senior (fourth-
year) 14-15
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Freshman (first-
year) 14-15 Walking to class
Under 20
minutes 3 (moderate stress) Female
Sophomore
(second-year) 18 Just walking/running to the bus
Under 20
minutes 3 (moderate stress) Female
Sophomore
(second-year) 16-17
Just walking/running to the bus,
Walking to class
Under 20
minutes
4 (barely
manageable stress) Female
Sophomore
(second-year) 14-15 Walking to class
Under 20
minutes 3 (moderate stress) Female
Freshman (first-
year) 14-15
Just walking/running to the bus,
Walking to class, Treadmill/weight
training
20 minutes
to 40
minutes
4 (barely
manageable stress) Male
Freshman (first-
year) 14-15
Just walking/running to the bus,
Walking to class, Other (skating,
yoga, etc)
20 minutes
to 40
minutes 3 (moderate stress) Male
Freshman (first-
year) 16-17
Just walking/running to the bus,
Walking to class
40 minutes
to an hour 3 (moderate stress) Female
Freshman (first-
year) 14-15
Just walking/running to the bus,
Walking to class, Treadmill/weight
training, Other (skating, yoga, etc)
40 minutes
to an hour 2 (mild stress) Female
Freshman (first-
year) 16-17
Walking to class, Other (skating,
yoga, etc)
Under 20
minutes 3 (moderate stress) Female
Junior (third-
year) 14-15
Just walking/running to the bus,
Walking to class, Other (skating,
yoga, etc)
Under 20
minutes 3 (moderate stress) Female
Junior (third-
year) 14-15
Just walking/running to the bus,
Walking to class
Under 20
minutes
5 (stress potentially
affecting health) Female
Sophomore
(second-year) 14-15
Just walking/running to the bus,
Walking to class, Other (skating,
yoga, etc)
Under 20
minutes 3 (moderate stress) Female
Freshman (first-
year) 18
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Sophomore
(second-year) 16-17 Walking to class
Under 20
minutes
4 (barely
manageable stress) Female
Junior (third-
year) 12-13 Other (skating, yoga, etc)
Under 20
minutes 3 (moderate stress) Male
Freshman (first-
year) 16-17
Walking to class, Treadmill/weight
training
20 minutes
to 40
minutes 3 (moderate stress) Male
Junior (third-
year) 16-17
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Sophomore
(second-year) 16-17
Just walking/running to the bus,
Walking to class
20 minutes
to 40
minutes 3 (moderate stress) Female
13. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 13
Freshman (first-
year) 16-17
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Freshman (first-
year) 12-13
Just walking/running to the bus,
Walking to class
40 minutes
to an hour 3 (moderate stress) Male
Junior (third-
year) 18 Walking to class
Under 20
minutes
4 (barely
manageable stress) Female
Sophomore
(second-year) 14-15
Just walking/running to the bus,
Walking to class, Treadmill/weight
training, Sports training
20 minutes
to 40
minutes 2 (mild stress) Male
Sophomore
(second-year) 12-13
Just walking/running to the bus,
Walking to class, Sports training
20 minutes
to 40
minutes 3 (moderate stress) Female
Sophomore
(second-year) 16-17
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Sophomore
(second-year) 14-15 Walking to class
Under 20
minutes
5 (stress potentially
affecting health) Female
Junior (third-
year) 16-17 Treadmill/weight training
40 minutes
to an hour 3 (moderate stress) Male
Freshman (first-
year) 18
Just walking/running to the bus,
Walking to class, Treadmill/weight
training, Other (skating, yoga, etc)
20 minutes
to 40
minutes
4 (barely
manageable stress) Female
Sophomore
(second-year) 19+
Walking to class, Other (skating,
yoga, etc)
Under 20
minutes
4 (barely
manageable stress) Female
Freshman (first-
year) 18
Just walking/running to the bus,
Walking to class, Treadmill/weight
training, Other (skating, yoga, etc)
20 minutes
to 40
minutes
4 (barely
manageable stress) Female
Junior (third-
year) 12-13
Walking to class, Treadmill/weight
training, Skate/longboarding
20 minutes
to 40
minutes 2 (mild stress) Male
Freshman (first-
year) 16-17 Other (skating, yoga, etc)
20 minutes
to 40
minutes 2 (mild stress) Male
Sophomore
(second-year) 16-17
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Sophomore
(second-year) 18
Just walking/running to the bus,
Walking to class, Treadmill/weight
training, Other (skating, yoga, etc)
40 minutes
to an hour
5 (stress potentially
affecting health) Female
Freshman (first-
year) 14-15
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Junior (third-
year) 14-15
Just walking/running to the bus,
Walking to class
Under 20
minutes 3 (moderate stress) Female
Freshman (first-
year) 16-17
Just walking/running to the bus,
Walking to class, Other (skating,
yoga, etc)
20 minutes
to 40
minutes
4 (barely
manageable stress) Female
Junior (third-
year) 16-17 Just walking/running to the bus
Under 20
minutes 3 (moderate stress) Male
Junior (third-
year) 14-15
Just walking/running to the bus,
Walking to class
Under 20
minutes
5 (stress potentially
affecting health) Male
Sophomore
(second-year) 18
Walking to class, Other (skating,
yoga, etc)
40 minutes
to an hour 2 (mild stress) Female
14. PERCEIVED STRESS AND EXERCISE IN COLLEGE STUDENTS 14
Junior (third-
year) 14-15
Walking to class, Other (skating,
yoga, etc)
20 minutes
to 40
minutes 3 (moderate stress) Female
Freshman (first-
year) 16-17 Treadmill/weight training
40 minutes
to an hour 2 (mild stress) Male
Sophomore
(second-year) 18
Just walking/running to the bus,
Walking to class, Treadmill/weight
training, Sports training
40 minutes
to an hour 3 (moderate stress) Female
Sophomore
(second-year) 16-17
Just walking/running to the bus,
Walking to class, Treadmill/weight
training
More than an
hour
4 (barely
manageable stress) Female
Freshman (first-
year) 14-15
Walking to class,
Skate/longboarding
Under 20
minutes
5 (stress potentially
affecting health) Male
Sophomore
(second-year) 12-13
Walking to class, Treadmill/weight
training, Other (skating, yoga, etc)
40 minutes
to an hour 3 (moderate stress) Female
Freshman (first-
year) 16-17
Just walking/running to the bus,
Walking to class, Treadmill/weight
training
20 minutes
to 40
minutes 3 (moderate stress) Female
Senior (fourth-
year) 14-15
None, Just walking/running to the
bus, Walking to class
Under 20
minutes 3 (moderate stress) Female
Junior (third-
year) 16-17
Just walking/running to the bus,
Walking to class, Treadmill/weight
training
20 minutes
to 40
minutes
4 (barely
manageable stress) Female
Junior (third-
year) Under 12 Walking to class
Under 20
minutes
4 (barely
manageable stress) Female
Freshman (first-
year) 14-15
Walking to class, Treadmill/weight
training
20 minutes
to 40
minutes 2 (mild stress) Female