Perceived stress, dental environmental stress, and academic performance among dental students: a cross-sectional study

Abstract

This study investigated perceived stress and dental environmental stress among dental students, their relationships with academic performance, and the potential association of participation in the Integrative Mind-Body Wellness Initiative (IMBWI) with students’ well-being and academic outcomes. A cross-sectional survey was conducted among dental students at the UCLA School of Dentistry. Participants completed the Perceived Stress Scale (PSS-10) and the Dental Environment Stress (DES) questionnaire, along with self-reported demographic and academic measures, including academic performance. Regression analyses were performed to identify factors associated with stress outcomes and academic performance. Spearman's correlation analysis was used to evaluate associations between stress scores and academic performance, with statistical significance set at p  < 0.05. Mean (SD) PSS and DES scores were 21.64 (6.74) and 58.03 (15.53), respectively, indicating moderate stress levels. Academic- and personal-related stressors represented the highest-scoring DES domains. PSS and DES scores demonstrated a moderate positive correlation ( ρ  = 0.65, p  = 0.001). Academic ranking showed weak, non-significant negative correlations with both PSS ( ρ  = −0.20, p  = 0.08) and DES scores ( ρ  = −0.09, p  = 0.43). Students reporting ≥10 weekly hours of self-care activities had significantly lower odds of high environmental stress (OR = 0.19, 95% CI: 0.05–0.62, p  = 0.009). Greater study time outside scheduled academic activities was similarly associated with lower odds of high environmental stress (OR = 0.20, 95% CI: 0.05–0.67, p  = 0.013). Participation in the IMBWI demonstrated a non-significant trend toward lower stress levels. Dental students demonstrated moderate levels of perceived and environmental stress. Greater engagement in self-care activities and independent study time was associated with lower environmental stress levels. These findings support the importance of promoting student well-being and supportive learning environments within dental education.