Academic stress in university students: self-perceived levels and modulation in the relationship with pets

Introduction: Academic stress and its reduction, often associated with early dropout rates, has become a key issue on the agenda of international higher education policies. Purpose: The research presented here addresses this problem through the analysis of the Stress Less. Take my Paws project, a dog-assisted therapy initiative implemented at the University of Granada. Specifically, the study aims to establish baseline academic stress levels in samples from the University of Extremadura (serving as the control group) and the University of Granada (where the Stress Less. Take my Paws program will be applied). Method: With a total sample size of N = 1097 (827 in the control group and 270 in the intervention group), the study administered the STAI (Trait and State Anxiety Inventory), DASS-21, and additional questions about participants' relationships with pet. The results indicate: a) the reliability of the applied tests for anxiety, stress, and depression; b) a normal distribution of scores in both the control and intervention groups (pre-intervention) and the absence of significant differences between the two groups regarding stress levels, anxiety, and depressive symptoms; and c) no significant differences between individuals who regularly interact with dogs and those who do not (significant differences were found between dog owners and owners of other types of pets). Conclusión: The relevance of these findings is discussed, highlighting the homogeneity between the control and intervention groups, which will enable various studies on the impact of the Stress Less. Take my Paws program.