THE IMPACT OF PHYSICAL ACTIVITY AND STRESS ON ACADEMIC PERFORMANCE: A CROSS-SECTIONAL STUDY AMONG MEDICAL STUDENTS

Background: Medical students often face high academic demands, which contribute to elevated stress and reduced physical activity, factors that may potentially impact their academic performance. This study assessed the relationship between physical activity, stress, and academic self-efficacy. Methods: A cross-sectional study was conducted among 200 MBBS students using validated tools, including the Academic Self-Efficacy Scale (ASES), the Global Physical Activity Questionnaire (GPAQ), and the Perceived Stress Scale (PSS-10). Data on sleep, smoking, alcohol use, and sociodemographics were also collected. Correlation, ANOVA, and multiple regression analyses were used. Results: The mean ASES score was 66.9±7.8. Academic performance positively correlated with physical activity (r = 0.32, p < 0.01) and negatively with stress (r = -0.49, p < 0.01). Students with high physical activity and low-stress levels had significantly higher ASES scores (p < 0.01). Regression analysis revealed that physical activity (β = 0.26), stress (β = -0.33), and sleep (β = 0.22) were significant predictors, accounting for 44% of the variance (R² = 0.44). Conclusion: Physical activity and stress have a significant influence on academic self-efficacy among medical students. Integrating wellness programs into medical education may enhance academic outcomes and student well-being.