Abstract:

This educational project examined the triggers of academic stress and the impact of stress on the psychological and physical health of part-time adult science students and evaluated the effectiveness of a stress reduction program on the well being and learning abilities of the students. A prospective, interventional, single-arm cohort study design was used on a convenience sample of 16 students at NU fresno capus. Based on a framework of social cognitive theory, a 6-week cognitive behavioral intervention program of group activities was designed and implemented to empower students to identify and cope with the triggers of stress. Primary data were analyzed using parametric two-sample dependent t-tests and the non-parametric Wilcoxon Rank Sum Test at an alpha of 05. The 10-item Cohen Perceived Stress Scale and a questionnaire designed for the study were utilized to determine participants’ perceived levels of stress before and after intervention. Major factors interfering with the learning process in part-time adult science student population were found to be personal, family, and job responsibilities and situations. The coping strategies of the intervention were found to reduce stress in the adult part-time students.