RELATIONSHIP BETWEEN ACADEMIC PERFORMANCE AND PERCEIVED STRESS LEVELS IN SECOND-YEAR BACHELOR OF DENTAL SURGERY STUDENTS: A CROSS-SECTIONAL STUDY
Keywords:
Academic Performance, Cross-Sectional Studies, Dental Students, Pakistan, Perceived Stress, Psychological Stress, Stress ManagementAbstract
Background: Dental education is recognized for its high academic demands, which can create considerable psychological stress. Excessive stress may impair cognitive functions and learning capacity, leading to reduced academic achievement. Understanding the relationship between perceived stress and academic outcomes in dental students is essential for developing effective support systems within dental curricula.
Objective: To examine the association between perceived stress levels and academic performance among second-year Bachelor of Dental Surgery students.
Methods: A cross-sectional study was conducted over five months at a dental college in Lahore, Pakistan. A calculated sample of 104 second-year dental students was selected using stratified random sampling. Perceived stress was measured using the validated 10-item Perceived Stress Scale (PSS-10), while academic performance was assessed through the most recent professional examination scores. Descriptive statistics were applied to demographic data. Pearson correlation and linear regression were performed to evaluate the association between PSS scores and academic performance, with significance set at p < 0.05.
Results: The mean PSS score was 22.1 ± 5.6, indicating moderate stress levels. Moderate stress was reported by 59.6% of students, while 23.1% experienced high stress. The mean academic performance was 74.8 ± 7.1%. Pearson correlation revealed a significant negative relationship between perceived stress and academic performance (r = –0.42, p < 0.001). Linear regression demonstrated that each unit increase in stress score predicted a 0.35% decrease in academic score.
Conclusion: Higher perceived stress levels were significantly associated with lower academic achievement in second-year dental students. Targeted stress-management interventions within the dental curriculum are recommended to enhance student well-being and academic success.
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