Gender Differences in Perceived Stress and Its Association with Lifestyle and Academic Performance among School-Going Adolescents in Bhopal: A Cross-Sectional Study

Abstract

ABSTRACT

Background: Adolescence is a vulnerable developmental phase characterized by rapid biological, emotional, and social changes. Limited data exist regarding gender-specific stress patterns among Indian school-going adolescents, particularly in Central India. Female adolescents are often reported to experience greater psychological stress due to emotional sensitivity, sociocultural expectations, and academic pressure. The present study was done to assess gender differences in perceived stress and evaluate its association with lifestyle factors and academic performance among school-going adolescents. Materials and Methods: A school-based cross-sectional analytical study was conducted among 180 adolescents aged 12– 15 years in selected urban private 
schools of Bhopal. Participants were selected using multistage random sampling. Perceived stress was assessed using the Perceived Stress Scale (PSS-10). Data on sleep duration, physical activity, and academic performance were collected using a structured questionnaire and school-going adolescents’ records. Statistical analysis was performed using SPSS version 22. Chisquare test and ANOVA were applied. Results: Girls constituted 50.6% and boys 49.4% of participants. A statistically significant association was observed between gender and stress levels (p <0.001). Moderate and high stress were higher among girls (38.9%) compared to boys (20.6%). Specifically, moderate stress was observed in girls (25.6%) versus boys (13.9%), and high stress in girls (13.3%) versus boys (6.7%). Stress was significantly associated with sleep duration and physical activity (p < 0.001), but not with academic performance (p > 0.05). Conclusion: Female adolescents experienced significantly higher stress compared to males. Perceived stress was strongly associated with adverse lifestyle behaviors but not with academic performance. Gendersensitive school–based mental health interventions are required.