Abstract

Introduction and objectives: University students are constantly exposed to stressful situations as part of the demands and requirements of university education. The aim of the present study was to analyse the relationship between factors associated with academic stress and behavioural, psychological, and physical variables harmful to biopsychosocial well-being in first and fourth year physiotherapy undergraduates. Material and methods: Sixty-eight students of both genders (43 from the first year and 25 from the fourth year) were included. Physical, psychological, and behavioural manifestations were determined through a self-report questionnaire and academic stress was measured with the Academic Stress Questionnaire-ECEA. Results: Academic overload had a significant association with mental, behavioural and physical manifestations (P<.005) in the first-year students, while methodological deficiencies and exams had a significant effect on the three biopsychosocial aspects evaluated in the fourth-year students (P<.050). Finally, aspects linked to teaching methodology had a negative impact on the well-being of both groups (P<.050). Conclusions: This study provided information on stressors and their potential implications for students’ health, background information that will be useful to address academic stress in a systemic way, as well as for future research related to the biopsychosocial well-being of the university community.