Academic stress and coping strategies among radiography students in the University of Benin, Benin City

Abstract

Background: Radiography education combines theoretical knowledge with clinical practice, posting unique challenges and stressors for the students. This study assessed the level of academic stress, identified key stressors, and explored coping strategies among radiography students at the University of Benin, Benin City.

Methodology: A descriptive cross-sectional design was employed using a structured questionnaire to collect data from 266 students through a multi-stage sampling technique. The instrument, validated by expert review and pilot-tested for reliability (Cronbach’s alpha ≥0.7), comprised sections on sociodemographic characteristics, academic stress levels, specific stressors, and coping strategies.

Results The results revealed an overall mean academic stress score of 3.86 (SD = 0.82) on a 5-point scale. Exam-related anxiety emerged as the most significant stressor (mean = 4.14, SD = 1.03), while heavy workload, including the volume of assignments, was also prominent (mean = 4.03, SD = 1.01). The predominant coping strategy employed by radiography students to combat academic stress was goal-setting, with students reporting “I set specific goals to manage my academic tasks.” Notably, female students reported higher stress levels (mean = 4.01, SD = 0.83) compared to their male counterparts (mean = 3.72, SD = 0.79) (p<0.01), and stress intensity increased with academic progression.

Conclusion The study concludes that radiography students are subject to considerable academic stress, which may impede their academic and clinical performance. Targeted stress management interventions, enhanced institutional support, and curriculum adjustments are recommended to mitigate stress and promote overall student well-being.