# Exploring the Role of Sleep and Physical Activity in Academic Stress, Motivation, Self-Efficacy, and Dropout Intention Among Italian University Students

## TL;DR

This study explores how sleep and physical activity affect academic stress, motivation, and dropout intention among Italian university students.

## Contribution

The study provides new insights into the relationship between health behaviors and academic well-being in a university setting.

## Key findings

- Sleep and physical activity are significantly but weakly linked to academic stress and self-efficacy.
- Physical activity and sleep show minimal associations with academic motivation.
- The study highlights the need for integrative models to understand psychological mechanisms behind academic adjustment.

## Abstract

University years represent a period of major transition during which health-related behaviors, such as sleep and physical activity, may influence students’ academic functioning. This cross-sectional, single-center study, conducted at an Italian university, examined the associations between sleep, physical activity, and academic well-being. Students completed an online survey assessing sleep, physical activity, and several indicators of academic functioning (i.e., academic stress, self-efficacy, dropout intention, and motivation). Nonparametric tests (Kruskal–Wallis, Jonckheere–Terpstra) were used to explore differences in these indicators across sleep quality and physical activity categories, while linear regressions tested associations between sleep duration and Metabolic Equivalent of Task–minutes/week with the same academic outcomes. A total of 2192 students (15.55%) accessed the survey, and 1246 (8.84%) completed all questionnaires. Most participants were female (62.7%) and Italian (94.5%). Both sleep and physical activity showed significant but small associations with academic stress, dropout intention, and self-efficacy, whereas associations with academic motivation were weaker. These findings suggest that maintaining regular physical activity and healthy sleep habits may contribute to students’ academic adjustment, although the cross-sectional design limits causal interpretation and underscores the need for integrative models to better understand the underlying psychological mechanisms.