Contemporary Research Analysis Journal

Academic stress is increasingly recognized as a major challenge in higher education, affecting not only students’ emotional well-being but also their behavioral coping responses. One underexplored behavioral manifestation of academic stress is body-focused repetitive behaviors (BFRBs), including nail biting, hair pulling, skin picking, lip biting, teeth grinding, and foot tapping. Although often perceived as harmless habits, these behaviors may represent maladaptive coping strategies in response to sustained academic pressure.

This exploratory study examined the prevalence, types, and perceived triggers of BFRBs among foundation-year university students in Qatar. A ten-item mixed-methods questionnaire was administered to a cohort of foundation-year students (N = 21) in a structured classroom setting, achieving a 100% response rate. The survey collected data on the presence and frequency of BFRBs, emotional states associated with these behaviors, perceived academic stress, and familial patterns. Quantitative data were analyzed using descriptive statistics, while qualitative responses were summarized thematically.

The findings indicate that 94% of participants reported engaging in at least one BFRB. The most commonly reported behaviors were foot tapping (30%), lip biting (22%), and nail biting (18%). A majority of respondents (67%) reported observing similar behaviors among family members. The most frequently reported emotional states prior to engaging in these behaviors were anxiety (27%) and stress (23%). Many participants also indicated that their behaviors intensified during periods of increased academic demands, such as examinations and assignment deadlines.

This study provides preliminary descriptive evidence that body-focused repetitive behaviors are highly prevalent even among early-stage university students and are commonly perceived to co-occur with academic stress. While the findings do not establish causal relationships, they highlight the importance of recognizing behavioral manifestations of stress within student mental health frameworks. Larger, multi-institutional studies using validated instruments and robust analytical designs are recommended to further clarify the relationship between academic stress and BFRBs and to inform targeted prevention and support strategies in higher education.V

Academic stress; Body-focused repetitive behaviors; College students; Mental health; Coping mechanisms; Behavioral disorders

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