Perceived Stress Profiles Among Italian University Students: A Multivariate Approach

Background: Perceived stress occurs when environmental demands are appraised as exceeding an individual's coping resources, triggering emotional dysregulation and physiological hyperactivation with adverse mental and physical outcomes. University students are particularly vulnerable to psychological distress due to academic pressure, social transitions, and lifestyle changes. Despite increasing attention to mental health in higher education, data on perceived stress among Italian university students remain limited. This study aimed to assess stress profiles using the Italian Perceived Stress Scale-Revised (IPSS-R) and to explore associations with sociodemographic and academic variables. Methods: A multicenter cross-sectional study was conducted among 2.103 undergraduate and master's students enrolled in Italian universities. Participants completed the 15-item IPSS-R, which measures three dimensions: general stress, coping, and academic stress. Sociodemographic and academic data were collected via a structured questionnaire. Non-parametric tests and Principal Component Analysis were employed to identify group differences and multivariate patterns. Results: Two principal components were retained through the principal component analysis, overall perceived stress (40.9% of the variance) and coping-related responses (13.7% of the variance). The mean total IPSS-R score was 30.6 (SD = 7.08, p < 0.001), reflecting moderate-to-high levels of perceived stress. Academic demands emerged as the predominant stressors. Higher stress levels were reported by female students, younger individuals, first-year undergraduates, and those enrolled in health sciences and STEM programs. Conversely, older students, postgraduate students, and those studying in Southern Italy demonstrated stronger coping abilities and lower academic stress. Students attending private universities reported elevated academic pressure, potentially due to heightened family and financial expectations. Conclusions: Italian university students experience substantial perceived stress, primarily driven by academic workload, performance expectations, and institutional pressure. Early identification using instruments such as the IPSS-R may enable targeted interventions to promote mental health and academic achievement in student support services, during triage, in wellness checks, and in psychoeducation.