Eu opean Jou nal o Educa ion and Psychology
2019, Vol. 12, Nº 2 (Págs. 109-123)
© Eu . j. educ. psychol.
e-ISSN 1989-2209 // www.ejep.es
doi: 10.30552/ejep. 12i2.277
The associa ion be ween pe cei ed heal h symp oms and academic
s ess in Spanish Highe Educa ion s uden s
Mª Jesús Casuso-Holgado1, Noelia Mo eno-Mo ales2,
Mª Te esa Labajos-Manzana es2, y F ancisco J. Mon e o-Bancale o3
1Uni e sidad de Se illa (España); 2Uni e sidad de Málaga (España);
3Uni e sidad de Osuna, Se illa (España)
Uni e si y li e can be associa ed o men al and emo ional p essu e. The aim o his esea ch was
o explo e i he pe cep ion o he academic con ex as s ess ul can be associa ed o heal h
symp oms (physical and men al) in highe educa ion s uden s en olled in di e en deg ees.
Me hod. 728 s uden s we e ec ui ed om a Spanish uni e si y. An academic s esso s
ques ionnai e (E-CEA) and esponse o he s ess ques ionnai e (R-CEA) we e used o assess
academic s ess and heal h symp oms. We conduc ed a - es , Pea son co ela ion es and
hie a chical mul iple eg ession analysis. Resul s. Academic s ess is mode a e co ela ed o
heal h symp oms ( ≥.40 in all cases). Speci ically, academic s ess epo ed by s uden s is
posi i ely associa ed o physical exhaus ion ( =.533; p<.001), sleeping diso de s ( =.429;
p<.001), i ascibili y ( =.467; p<.001), nega i e hough s ( =.558; p<.001) and eeling ne ous ( =
.474; p< .001). Signi ican di e ences in E-CEA and R-CEA we e ound o age and majo
(p≤0.001). We obse ed a model which accoun ed o 40.3% o he a iance o heal h symp oms
epo ed by s uden s, being academic s ess he s onges p edic i e a iable. Conclusions. The
esul s om his s udy suppo he assump ion ha academic s ess has a nega i e impac on
college s uden s´ heal h.
Key wo ds: Academic s ess, communi y heal h, s uden de elopmen , highe educa ion and
educa ional policies.
Asociación en e la salud pe cibida y el es és académico en es udian es uni e si a ios
españoles. El p opósi o de es e es udio es analiza si la pe cepción del ámbi o uni e si a io como
es esan e puede asocia se con la salud pe cibida en es udian es uni e si a ios. Mé odo. 728
alumnos de una uni e sidad española pa icipan en el es udio. Como he amien a de medida se
u iliza el Cues iona io de Es és Académico (CEA), conc e amen e las subescalas de es eso es
académicos (E-CEA) y espues as al es és (R-CEA). Se lle a a cabo una compa ación de medias
(T- es ), un análisis de co elaciones es adís icas y un análisis de eg esión múl iple. Resul ados.
Se obse a una co elación es adís ica mode ada en e odos los es eso es y sín omas de es és
( ≥.40). Conc e amen e, el es és académico pe cibido se co elaciona de o ma posi i a con los
sín omas de cansancio ísico ( =.533; p<.001), di icul ades con el sueño ( =.429; p<.001),
i ascibilidad ( =.467; p<.001), pensamien os nega i os ( =.558; p<.001) y ne iosismo ( =.474;
p<.001). Se ha obse ado di e encias signi ica i as en e los g upos de dis in a edad y g ado
uni e si a io (p≤0.001). Se expone un modelo es adís ico que explica el 40.3% de la a ianza de
los sín omas ísicos y psicológicos. Conclusiones. La pe cepción de es és académico en el
ámbi o uni e si a io epe cu e nega i amen e en el bienes a ísico y men al de los es udian es
uni e si a ios.
Palab as cla e: Es és académico, salud comuni a ia, Uni e sidad y polí icas educa i as.
Co espondence: Mª Jesús Casuso-Holgado. Depa men o Physio he apy. Uni e si y o Se ille.
C/A enzoa , nº 6. Pos code: 41009. Se ille (Spain). E-mail: [email protected]
CASUSO-HOLGADO e al. Heal h symp oms and s ess in Highe Educa ion
110 Eu . j. educ. psychol. Vol. 12, Nº 2 (Págs. 109-123)
Uni e si y li e has o en been ecognized as a s ess ul pe iod in one’s li e
(Bhanda i, 2012) associa ed o men al and emo ional p essu e (Lin & Huang, 2013).
Te ia y educa ion s uden s usually ha e o cope wi h a a ie y o academic, social and
pe sonal challenges du ing hei uni e si y li e (Lin & Huang, 2013). Among he main
sou ces o s ess which ha e been epo ed by college s uden s, hose ela ed o academic
assessmen can be highligh ed (Conley & Lehman, 2012; Ekpenyong, Nyebuk, &
A ibo, 2013) bu he e a e also si ua ions conce ning day- o-day opics such as anspo ,
academic o e load o unpleasan beha iou by he s a (E ans & Nelly, 2004;
Feldman, Goncal es, Chacón-Puignau, Za agoza, & Pablo, 2008; Ryan, 2009). Con lic s
and p essu es ha e been also iden i ied among he mayo causes o academic s ess
(Poon, Lee, & Ong, 2012).
In he las decade, esea ch conce ning academic s esso s, a iables ela ed o
s ess pe cep ion and academic implica ions has become an in e es ing opic o esea ch
in Spain. These p e ious esea ch sugges ha public in e en ions, exams,
me hodological eache s´ de iciencies and s uden s o e load seem o be he main issues
pe cei ed as academic s esso s by Sapanish Highe Educa ion s uden s
(Bailles-Laza o, 2009; Cabanach, Sou o, F ei e, & Fe adás, 2014;
Casuso-Holgado, 2011; F anco-Taboada, 2015; González-Cabanach, Fe nández-
Ce an es, González-Doniz, & F ei e-Rod íguez, 2010; González-Doniz, 2008;
Pacheco-Cas illo, 2017; Rome o-Ma in, 2009; Sou o-Ges al, 2014).
Fu he mo e, sel -s eem, sense o pe sonal e ec i eness and high emo ional
cla i y ha e been highligh ed as p o ec i e a iables in he pe cep ion o academic s ess
in Spanish college s uden s (Cabanach, Valle, Rod íguez, Piñei o & González, 2010;
Cabanach e al., 2014; González-Cabanach, Sou o-Ges al, González-Doniz, & Sou o-
Camba, 2016; González-Cabanach, Sou o-Ges al & Fe nández-Ce an es, 2017)
di e ences in he ela ionships be ween o ien a ion o academic goals and s esso s
pe cep ion, s ess esponse and copy s a egies ha e been also obse ed in his
popula ion (González-Cabanach, F anco-Taboada, Sou o-Ges al, & González-Doniz,
2017; González Cabanach, Rod íguez-Ma ínez, Valle-A ias, Piñei o-Aguín, &
Millán, 2008).
In his heo e ical esea ch abou academic s ess, Pu wain (2007) sugges ed
ha he e was conside able u u e esea ch abou s ess in he educa ional con ex ,
pa icula ly ocusing on i s po en ial ole in de imen al heal h, educa ional and
emo ional ou comes. Since hen, mos o he esea ch on his opic has ocused on heal h
sciences uni e si y s uden s, ha is, in ca e p o essions. In his way, he possibili y o
expe iencing conside able amoun s o s ess a ec ing college s uden s’ physical and
men al unc ioning ha e been mainly epo ed in medical (E a e al., 2015;
Gup a, Choudhu y, Das, Mondol, & P adhan, 2015; Puni a, Sa anya, Chand aseka , &
Kuma , 2016; Saxena, Sh i as a a, & Singhi, 2014), nu sing (Xu e al., 2014) o
CASUSO-HOLGADO e al. Heal h symp oms and s ess in Highe Educa ion
Eu . j. educ. psychol. Vol. 12, Nº 2 (Págs. 109-123) 111
den is y s uden s (Na a zadeh, Hajiahmadi, Moudi, & Mosa e i, 2014; Ra ishanka ,
Ain, & Gowha , 2014). Nowadays, he e is s ill a lack o esea ch conce ning academic
s ess and i s impac in s uden s´ well-being o o he a eas o knowledge as engenee ing
deg ees.
The pu pose o his esea ch was o explo e and compa e whe he he
pe cep ion o he academic con ex as s ess ul can be associa ed o heal h symp oms
(physical and men al) in Spanish highe educa ion s uden s en olled in di e en majo s.
As we know, his is he i s esea ch aiming o de e mine a p edic i e heal h symp oms
model.
METHOD
Design
C oss-sec ional sel -adminis e ed ques ionnai e su ey.
Pa icipan s
We used a con enience sample and ied o ec ui all pa icipan s (n=1705)
by app oaching hem in class and asking hem o comple e he online su ey. The
esponse a e was 46.74% (n=797). A o al o 8.65% o he su eys we e emo ed om
he sample due o missing da a, so he inal sample was composed o 728 pa icipan s.
The inclusion c i e ia we e: college s uden s en olled in heal h sciences o
enginee ing s udies a he Uni e si y o Malaga (Spain). Pa icipa ion was olun a y.
W i en in o med consen was ob ained om he s uden s in acco dance wi h he
Helsinki Decla a ion (2000 modi ica ion). This s udy had e hical app o al om he
Resea ch E hics Commi ee o he wo cen es whe e i was conduc ed.
Measu es
Gene al sociodemog aphic cha ac e is ics. Gene al demog aphic in o ma ion
was ob ained using a ques ionnai e designed by he esea che .
Academic s ess
An academic s esso s ques ionnai e (E-CEA) was used o assess he
pe cei ed academic s esso s. E-CEA consis s o 54 i ems ma ked on a Like scale o 1
o 5 o each i em (ne e , almos ne e , some imes, e y o en and always, espec i ely).
This scale explo es nine di e en s ess ul si ua ions: a eache ´s me hodological
de iciencies, academic o e load, speaking in public, bad ela ionships, eeling lack o
con ol o e one’s own pe o mance, unin e es ing subjec s, low academic sel -es eem,
exams, impossibili y o aking pa in academic decisions.
CASUSO-HOLGADO e al. Heal h symp oms and s ess in Highe Educa ion
112 Eu . j. educ. psychol. Vol. 12, Nº 2 (Págs. 109-123)
The o al sco es ange om 9 o 45, wi h highe sco es indica ing an academic
con ex pe cei ed as mo e s ess ul (Cabanach, Sou o-Ges al, & F anco, 2016;
Cabanach, Valle, Rod iguez, & Piñei o, 2008).
Heal h symp oms
Response o he s ess ques ionnai e (R-CEA) was used o assess physical and
men al symp oms ela ed o s ess. R-CEA consis s o 22 i ems ma ked on a Like scale
as explained abo e. I a emp s o egis e i e di e en symp oms expe ienced in he las
weeks: physical exhaus ion, sleeping diso de s, i ascibili y, nega i e hough s and
eeling ne ous. The o al sco es ange om 5 o 25, wi h highe sco es indica ing a lack
o physical and men al well-being (Cabanach e al., 2008; Cabanach e al., 2016).
Da a collec ion
In Ap il 2015, esea che s came up o he di e en class ooms and explained
o he s uden s he aims and p ocedu e o he in es iga ion. They also explained ha
pa icipa ion in i was olun a y. In May 2015 an e-mail con aining w i en consen was
sen o each s uden . In cases whe e hey accep ed, ano he e-mail con aining
sociodemog aphic a iables and E-CEA and R-CEA scales was sen , so i was possible
o comple e his in o ma ion du ing he whole mon h o May. A e his ime, he da ase
was anonymized u he by he enc yp ion o s uden s’ ci il egis a ion numbe s, using
new unique iden i ica ion numbe s. The esea che s complied ully wi h es ablished
e hical ules.
Da a analysis
S a is ical analysis was conduc ed using he SPSS p og amme ( . 18.0).
Gene al cha ac e is ics o he sample and he academic s ess and physical and men al
symp oms sco es we e analysed using desc ip i e s a is ics. E-CEA and R-CEA sco es
we e also compa ed a ending o sociodemog aphic a iables using a - es . Associa ions
be ween academic s ess and symp oms epo ed was calcula ed wi h Pea son´s
co ela ion es . Finally, we conduc ed hie a chical mul iple eg ession analysis o ind
possible de e minan a iables a ec ing s uden s’ physical and men al well-being. The
le el o signi icance was se a p≤0.05; 95% CI.
RESULTS
Fi s ly, we es ed he alidi y and eliabili y o E-CEA and R-CEA. We
obse ed C onbach´s alpha o be .96 and .94, espec i ely, so i can be conside ed ha
academic s ess and heal h symp oms we e measu ed using alid and eliable
CASUSO-HOLGADO e al. Heal h symp oms and s ess in Highe Educa ion
Eu . j. educ. psychol. Vol. 12, Nº 2 (Págs. 109-123) 113
ins umen s. Gene al sociodemog aphic cha ac e is ics o he sample can be obse ed in
able 1.
Table 1. Gene al sociodemog aphic cha ac e is ics (n=728)
Va iable
n
%
Age 18-30>30
708 20
97.20 2.80
Gende Male Female
417 311
57.30 42.70
Majo Enginee ing Heal h Sciences
493 235
67.70 32.30
Cou se 1º 2º
483 245
66.30 33.70
Accomoda ion Li e wi h amily O he s
446 282
61.30 38.70
Financial suppo S udy and wo k Only s udy
127 601
17.40 82.60
The mean sco es o E-CEA and R-CEA we e 24.06±5.53 and 11.74±3.86
espec i ely. The highes s ess ul si ua ion alue was epo ed o a eache ´s
me hodological de iciencies and he lowes o bad ela ionships; in he same way, he
highes symp om alue epo ed was physical exhaus ion and he lowes sleeping
diso de s. Compa ison o academic s ess and heal h symp oms was made on ce ain
sociodemog aphic cha ac e is ics, namely age, gende , majo , cou se, accommoda ion
and inancial suppo . Signi ican di e ences in E-CEA and R-CEA we e ound o age
and majo (p≤0.001). These esul s can be obse ed in able 2.
Table 2. Compa ison o pe cei ed s ess and heal h- ela ed symp oms based
on sociodemog aphic cha ac e is
Va iables
N (%)
Pe cei ed s ess
Heal h- ela ed symp oms
Mean ±SD
p
Mean ± SD
p
Age 18-30 >30
708(97.2)
20(2.8)
24.18±5.44
19.34±6.94
-3.59
0.000
11.81±3.84
8.46±3.70
-3.35
0.001
Gende
Male Female
417(57.3)
311(42.7)
23.65±5.48
24.62±5.56
2.26
0.024
11.81±3.97
11.63±3.69
-.611
0.542
Majo Enginee ing
Heal h Sciences
493(67.7)
235(32.3)
24.95±5.20
21.98±5.72
-6.45
0.000
12.62±3.68
9.62±3.42
-0.26
0.000
Cou se
1º 2º
483(66.3)
245(33.7)
24.16±5.47
23.85±5.64
0.704
0.482
11.90±3.83
11.41±3.89
1.55
0.121
Accomoda ion
Li e wi h amily O he s
446(61.3)
282(38.7)
23.76±5.58
24.51±5.42
1.77
0.079
11.52±3.84
12.08±3.85
1.86
0.063
Financial suppo S udy
and wo k Only s udy
127(17.4)
601(82.6)
23.49±5.70
24.17±5.49
1.20
0.230
1.77±3.82
1.73±3.87
-.107
0.915
Academic s ess appea s s ongly co ela ed o heal h symp oms ( ≥.40 in all
cases). Speci ically, academic s ess epo ed by s uden s is posi i ely associa ed o
physical exhaus ion ( =.533; p<.001), sleeping diso de s ( =.429; p<.001), i ascibili y
( =.467; p<.001), nega i e hough s ( =.558; p<.001) and eeling ne ous ( =.474;
p<.001). The co ela ion ma ix is shown in able 3.

CASUSO-HOLGADO e al. Heal h symp oms and s ess in Highe Educa ion
114 Eu . j. educ. psychol. Vol. 12, Nº 2 (Págs. 109-123)
Table 3. Co ela ions be ween academic s ess and heal h ela ed symp oms
1
2
3
4
5
6
1 Physical exhaus ion
2 Sleeping diso de s
0.558**
3 I ascibili y
0.533**
0.627**
4 Nega i e hough s
0.605**
0.636**
0.695**
5 Feeling ne ous
0.612**
0.778**
0.771**
0.711**
6 Academic s ess
0.533**
0.429**
0.467**
0.558**
0.474**
No e. **p<0.001
Finally, we conduc ed hie a chical mul iple eg ession analysis o iden i y
p edic o a iables o heal h symp oms. The p edic o a iables used o he model we e
pu in o ou blocks (models); i s block: biological a iables (age and gende ); second
block: academic a iables (cou se and majo ); hi d block: social a iables
(accommoda ion and suppo ) and inally ou h block: academic pe cei ed s ess.
Wi h he R-CEA as ou come a iable, he i s model accoun ed only o 1.5%
o he a iance.
The addi ion o he a iables majo and cou se in he second model caused an
inc ease o 14.8% in he a iance (p=<.001). Type o accommoda ion and inancial
suppo we e added in he hi d model, bu i could no be said ha any addi ional
a iance was explained by hese wo a iables. Finally, academic pe cei ed s ess was
added in he ou h block, which accoun ed o an addi ional 23.9% o he a iance in he
R-CEA (p=<.001). The inal model accoun ed o 40.3% o he a iance o heal h
symp oms epo ed by s uden s.
The esul o he hie a chical eg ession analysis is displayed in able 4.
Table 4a. Hie a chical eg ession analysis o a iables p edic ing heal h symp oms
MODEL 1
MODEL 2
Va iables
B
SE
β
B
SE
β
B
B
Age
-0.163
0.05
1
-
0.122**
-0.021
0.049
-0.015
Gende
0.074
0.29
8
0.009
-1.51
0.312
-
0.193**
Majo
3.82
0.35
0.452**
Cou se
-0.737
0.289
-0.09*
Accomoda ion
Fianancial suppo
Academic s ess
R2
0.015
0.163
F o change in R2
(d )
5.29
(3.83)*
60.59
(3.54)**
No e. *p<.05 **p<.001
CASUSO-HOLGADO e al. Heal h symp oms and s ess in Highe Educa ion
Eu . j. educ. psychol. Vol. 12, Nº 2 (Págs. 109-123) 115
Table 4b. Hie a chical eg ession analysis o a iables p edic ing heal h symp oms
MODEL 3
MODEL 4
Va iables
B
SE
β
B
SE
β
B
B
Age
-0.034
0.051
-0.025
-0.009
0.043
-0.006
Gende
-1.520
0.313
-
0.194**
-0.450
0.272
-0.058
Majo
3.785
0.354
0.448**
2.207
0.314
0.261**
Cou se
-0.730
0.291
-0.089*
-0.548
0.246
-0.067*
Accomoda ion
-0.175
0.283
-0.022
-0.001
0.240
0.000
Fianancial suppo
0.287
0.373
0.028
0.388
0.315
0.038
Academic s ess
0.363
0.022
0.520**
R2
0.164
0.403
F o change in R2
(d )
0.545
(3.54)
272.47
(2.99)**
No e. *p<.05 **p<.001
DISCUSSION
A ending o he desc ip i e da a, he E-CEA and R-CEA sco es allow us o
a i m ha he sample o highe educa ion s uden s analysed pe cei es he academic
con ex as mode a ely s ess ul, and in he same way hey epo mode a e heal h
symp oms. Some me hodological conside a ions need o be aken in o conside a ion
when we compa e ou esul s wi h p e ious indings. As Pu wain (2007) concluded in
his esea ch, he e is a lack o p ecision in e minology used and e ms such as academic
s ess, anxie y o wo y a e used synonymously by esea che s; in he same way, he e
a e plen y o ins umen s ying o quan i y his phenomenon. Fo hese easons,
compa isons wi h p e ious indings a e mo e ele an when compa e wi h p e ious
esea ch based on E-CEA and R-CEA ools. Simila pe cep ion o academic s esso s
was epo ed in Heal h Sciences s uden s (Casuso-Holgado, 2011;
Cua e o-Mon eagudo, 2017; González-Cabanach e al., 2010; González-Doniz, 2008;
Pacheco-Cas illo, 2017). As in ou case, physical exhaus ion was he highes symp om
alue epo ed in Physio he apy (Sou o-Ges al, 2014), Heal h Sciences
(Casuso-Holgado, 2011), Nu sing (Pacheco-Cas illo, 2017) and Social Sciences s uden s
(F anco-Taboada, 2015).
Howe e , when compa e wi h o he s ess measu emen s a simila medium-
high le el o academic s ess was obse ed by Pozos e al. (2014) in a sample o 527
s uden s o physical educa ion and spo s majo s. Mode a e-high le els o s ess we e
also obse ed in medical s uden s (Saxena e al., 2014). No p e ious esea ch es ing
enginee ing s uden s’ academic s ess has been ound.
Di e ences pe aining o desc ip i e a iables we e es ed, g ounded in he
psychosocial s ess model p oposed by Laza us and Folkman (1984), hanks o which we
know ha s ess a ises when indi iduals pe cei e ha hey canno adequa ely cope wi h
demands. In his way, indi idual cha ac e is ics all con ibu e o how we espond o a
CASUSO-HOLGADO e al. Heal h symp oms and s ess in Highe Educa ion
116 Eu . j. educ. psychol. Vol. 12, Nº 2 (Págs. 109-123)
s esso . Rela ed o academic s ess, he eshman condi ion has been posi i ely
associa ed in he li e a u e wi h highe le els o s ess (Michie, Glachan, & B ay, 2001;
S u he s, Pe y, & Menec, 2000). Ou esul s a e in con as o hese s udies because no
signi ican di e ences we e ound be ween s uden s in he i s and second yea . In a
longi udinal i e yea s s udy, Bailles-Laza o (2009) concluded ha he e we e no
di e ences in he pe cep ion o academic s esso s along di e en cou ses o Biology,
al hough physical and psychological esponse o s ess we e modula ed o e he yea s.
Maybe, i would be necessa y o es s uden s in he inal yea o epo solid
conclusions, bu , in o de o compa e esul s be ween majo s in ou s udy, only s uden s
in he i s and second yea we e selec ed (highe cou ses didn´ exis o enginee ing a
ha ime). When we explo ed he in luence o he majo , signi ican di e ences we e
ound. Enginee ing s uden s epo ed highe academic s ess and heal h symp om alues
(p<.001).
Among biological a iables, gende has been deeply s udied. In he p esen
s udy, di e ences in he E-CEA and R-CEA sco es be ween male and emale
pa icipan s we e no s a is ically signi ican . These esul s a e in con as o some s udy
indings whe e emale gende appea ed signi ican ly associa ed o highe le els o
academic s ess (Bhanda i, 2012; Cabanach e al., 2008; Pozos-Radillo e al., 2014;
Saxena e al., 2014), bu in ag eemen o o he s whe e no signi ican associa ion was
obse ed (Huan, Yeo, Ang, & Chong, 2006; Ma heny, Roque-To a , & Cu le e, 2008).
Di e ences in coping s a egies be ween gende s ha e been also epo ed by he
li e a u e. Men use o apply posi i e eassessmen and planning as ways o coping
academic s ess; by con as , women end o use sea ch o suppo s a egy
(Cabanach e al., 2013; González-Cabanach, Millán, & Rod íguez, 2009). Di e en
coping s a egies could explain di e en academic s esso s pe cep ion.
A ending o age, we obse ed signi ican di e ences be ween g oups.
Younge s uden s (age<30 yea s) epo ed highe le els o s ess and mo e symp oms in
compa ison wi h he olde ones. This inding is in conco dance wi h some s udies
(Pozos-Radillo e al., 2014; Singh & Upadhyay, 2010) bu in con as o he esea ch
conduc ed by Chen e al. (2015), who obse ed ha senio s uden s unde he highes
le el o academic s ess had he wo s men al and emo ional a igue sco es. Howe e ,
hey epo ed ha academic p essu e a he han age was he mos impo an ac o .
Bouju e al. (2009) conduc ed a longi udinal s udy in eshman uni e si y s uden s
ying o analyse a iables ela ed o academic s ess and concluded ha , al hough he
i s yea in college can be conside ed as a c i ical momen o expe iencing academic
s ess, his expe ience is mainly ela ed o indi idual and en i onmen al condi ions such
as pe sonali y, amily con ex o coping s a egies.
In his sense, links be ween academic s ess and indi idual a iables such as
pe sonali y ha diness, sel -es eem o op imism ha e been obse ed (Cabanach,
CASUSO-HOLGADO e al. Heal h symp oms and s ess in Highe Educa ion
Eu . j. educ. psychol. Vol. 12, Nº 2 (Págs. 109-123) 117
Sou o-Ges al, F ei e-Rod íguez, & Fe adás-Canedo, 2014; Huan e al., 2006;
Hys ad, Eid, Labe g, Johnsen, & Ba one, 2009; Michie e al., 2001; Ni e al., 2010).
As was men ioned p e iously, he main pu pose o his esea ch was o
explo e whe he he pe cep ion o he academic con ex as s ess ul could be associa ed
o heal h symp oms in highe educa ion s uden s. A ending o he co ela ion ma ix
ob ained ( able 3), i is possible o say ha he pe cep ion o he academic con ex as
s ess ul has a nega i e in luence on a s uden ´s heal h. These indings suppo p e ious
esea ch such as ha conduc ed by Hys ad e al. (2009) who obse ed ha academic
s ess was posi i ely associa ed wi h he epo ed heal h complain s o unde g adua e
s uden s, bu i is necessa y o highligh ha he co ela ion index was weake ( =.27,
p<.001) han hose obse ed in ou s udy. Bhanda i (2012) also obse ed ha pe cei ed
s ess epo ed by Nepalese s uden s had a nega i e impac on he physical ( =-0.189;
p=0.05) and he men al ( =-0.642; p=0.01) componen summa y o he HRQOL. As can
be obse ed in he s udy, pe cei ed s ess is mainly co ela ed wi h men al symp oms, in
ag eemen o ou indings, which epo a s onge co ela ion be ween academic s ess
and nega i e hough s. Roge s e al. (2012) ound ha academic s ess was co ela ed
wi h he well-being o medical s uden s ( =-.45; p<.001). Conley and Lehman (2012) in
a s udy wi h 99 unde g adua e s uden s obse ed ha e e yday academic s esso s a e
linked wi h empo a y inc eases in blood p essu e. In hei opinion, ca dio ascula
esponses o e e yday s ess may con ibu e o heal h p oblems la e in li e.
Sleep diso de s and bad quali y o sleep we e s ongly associa ed wi h
academic s ess by Lund e al. (2010) in a sample o 1.125 s uden s.
Howe e , in ou s udy i is p ecisely he heal h symp om which is weakly
co ela ed wi h academic s ess le els. A possible explana ion o his ac could be in he
con ibu ion o Dang-Vu e al. (2015) whose esul s indica e ha indi idual di e ences
in sleep spindle ac i i y, pa icula ly du ing he i s non- apid eye mo emen sleep
pe iod (NREM), con ibu e o he di e en ial ulne abili y o sleep dis u bances in he
ace o academic s esso s.
Academic s ess has also been associa ed by he li e a u e wi h poo den al
heal h (Jain, 2014; Ra ishanka e al., 2014) musculoskele al diso de s
(Ekpenyong e al., 2013) and wi h high isk o dep ession (Xu e al., 2014). Taking in o
conside a ion no heal hy habi s, alcohol consump ion was associa ed wi h academic
s ess in he esea ch conduc ed by González e al. (2013) wi h a highe p opo ion ound
among women, among hose s uden s aged 21–30 yea s, and among hose wi h a low o
mode a e household income. Fu he mo e, i has also been obse ed, in he case o he
emale popula ion, ha hose s uden s who expe ienced academic s ess had abou wo
imes he chance o ha ing mens ual diso de s (p<.05) (Ekpenyong, Da is, Akpan, &
Daniel, 2011).