Cognitive–behavioral stress management and physical activity each reduce perceived stress, test anxiety, and personal burnout

The purpose of this study was to determine whether differing stress reduction interventions could alter stress levels experienced by male and female college students from the beginning to the end of a semester. Components of stress examined included overall perceived stress, test anxiety, and personal burnout. 

Participants (N = 531) were part of courses that during the course of a 16-week semester focused specifically on cognitive–behavioral stress management, cardiovascular fitness, generalized physical activity, or a control with no intervention. 

In addition to gender differences, both the stress management and physical activity groups had significantly lower levels of perceived stress, test anxiety, and personal burnout at the end of the semester. The fitness group scored significantly lower on perceived stress and personal burnout, but there was no difference in scores for test anxiety.