Exploring Leisure and Stress Among College Students Through a Game Night Experience

PURPOSE: Research has shown that between 52% and 70% of college students experience moderate to severe levels of perceived stress (Hudd et al., 2000; Li & Lindsey, 2013). Games are a leisure activity in which college students can participate that may lead to decreased stress. The purpose of this study was to examine college students’ participation in games and their perceived stress. The research questions were as follows: (1) What is the lived experience of college students who participate in a 4-wk game night? (2) What are students’ perceived stress levels before and after the game night experience?

DESIGN: This exploratory mixed-methods study examined college students’ participation in a game night. Participants in the study included seven undergraduate and four graduate students at a private university campus. The inclusion criteria were at least age 18, living in residence halls, and full-time student. Participants also needed to speak English, be able to commit to three of the four game nights, and participate in an interview.

METHOD: Following institutional review board approval, recruitment flyers were posted in permitted areas of campus housing. Recruitment also occurred in person through tables set up in the entryways of approved campus housing. The variable measured in this study was stress using the Perceived Stress Scale (PSS; Roberti, Harrington, & Storch, 2006). Intervention consisted of four weekly game sessions, lasting 90 min each, using games requiring social interaction. This was followed by individual phenomenological interviews. Quantitative analysis included descriptive demographic statistics. In addition, the researchers calculated means and standard deviations for the students’ perceived stress levels pre- and postintervention using a paired t test. For analyzing each item individually, the participants’ pretest-to-posttest score was calculated using the Wilcoxon signed-rank test.

Qualitative analysis was completed using criteria established by Cohen, Kahn, and Steeves (2000). The interviews were transcribed verbatim and reviewed. To ensure accuracy of the transcripts, member checks were performed. Peer review among researchers occurred to review the themes and structural and textual descriptions. If any disagreement occurred, transcripts were revisited.

RESULTS: There was a significant difference between the pretest and posttest scores for the PSS total score (p =.0225), suggesting that students’ perceived stress decreased with participation in the game night. Significant differences were also noted for four individual items on the PSS when pretest and posttest scores were compared (three at p < .05 and one at p < .10). It is noted the n for this portion of the study was limited secondary to sample size for the qualitative portion of the study and should be viewed with caution. Analysis of the transcripts revealed 24 initial codes, with five themes emerging: Life as a College Student; Brace Yourself, Game Night Is Coming; Leaving My Worries at the Door; Intentional Context Facilitates Participation; and Humans Are Social Beings.

CONCLUSION: Through the mixed-methods analysis, the researchers discovered support for quantitative findings within the qualitative interviews. With this approach, the construct of stress was illuminated in the data. The results of this study support findings in the literature that participating in leisure occupations can decrease daily stress. This study found there may be many benefits for students who participate in a structured weekly leisure activity (e.g., game night). Occupational therapists should promote leisure as a part of intervention when working with young adults. This study highlights a role for occupational therapists as consultants to residential life on college campuses to address the high levels of stress that students report in the literature and in this study.

References

Cohen, M. Z., Kahn, D. L., & Steeves, R. H. (2000). Hermeneutic phenomenological research: A practical guide for nurse researchers. Thousand Oaks, CA: Sage.

Hudd, S. S., Dumlao, J., Erdmann-Sager, D., Murray, D., Phan, E., Soukas, N., & Yokozuka, N. (2000). Stress at college: Effects on health habits, health status, and self-esteem. College Student Journal, 34, 217–228.

Li, Y., & Lindsey, B. (2013). An association between college students’ health promotion practices and perceived stress. College Student Journal, 47, 437–446.

Roberti, J. W., Harrington, L. N., & Storch, E. A. (2006). Further psychometric support for the 10-item version of the Perceived Stress Scale. Journal of College Counseling, 9, 135–147. https://doi.org/10.1002/j.2161-1882.2006.tb00100.x