Sessions

According to the literature, stress has a dual nature: while eustress can be motivating, distress may lead to exhaustion and impaired performance. Selye’s General Adaptation Syndrome and the cognitive stress model of Lazarus and Folkman illustrate that the appraisal of stressful situations and the coping strategies applied largely determine psychological well-being. Previous Hungarian and international studies among veterinary students have revealed high levels of anxiety, depression, and maladaptive coping strategies. These factors are closely linked to an increased risk of dropout, burnout, and weakened professional motivation.

The aim of our study was to examine veterinary students’ exam-related anxiety, well-being indicators, depressive symptoms, and coping strategies in the context of the pharmacology comprehensive exam. We considered it particularly important to explore whether students rely more on adaptive or maladaptive methods to manage exam stress. Another objective was to highlight the decisive role of mental-health support already during university years.

Our investigation was carried out on a homogeneous sample of third-year students, including 80 Hungarian and 33 international participants representing 20 nationalities. Questionnaires were completed voluntarily and anonymously after the pharmacology exam. Measurement tools included the STAI State-Trait Anxiety Inventory, the short form of the Beck Depression Inventory, and the WHO-5 Well-Being Index, along with sociodemographic questions and open-ended responses.

Results showed that 57.4% of students believed stress could both improve and worsen their health depending on the situation, therefore considered effective stress management essential for the future. Exam performance was most influenced by the level of preparation and the degree of anxiety. The most common coping strategies were seeking social support (63.3%), the presence of companion animals (45.9%), and the use of mental techniques (39.5%), while maladaptive strategies included substance use (energy drinks, coffee, cigarettes, tranquilizers, 26.6%) and freezing during the exam (7.3%). Data also indicated that more anxious students were more prone to depressive symptoms, which negatively correlated with well-being. However, adequate stress-management preparedness was associated with better subjective well-being.

We hope that our findings contribute to a better understanding of how students’ future performance, mental well-being, and long-term professional commitment can be supported.