Assessing perceived stress, sleep disturbance, and fatigue among pilot and non-pilot trainees

Pilots operating in a distinctive professional realm face substantial stress and fatigue from the crucial responsibility of navigating airplanes at high altitudes with inherent risks. Similarly, college-level students encounter heightened stress and fatigue while pursuing academic goals and engaging in different activities. Stress, a non-specific response to various demands, and fatigue, characterized by extreme tiredness, are prevalent health conditions experienced across a spectrum of intensity in daily life. In this study, we conduct an extensive analysis to address a fundamental question: how do stress, sleep disturbance, and fatigue experiences differ between pilots and non-pilot college students? Delving into stress and fatigue levels within these populations contributes to understanding these phenomena and their potential implications for overall well-being and performance. Building on a comprehensive analysis of the Perceived Stress Scale (PSS), Jenkins Sleep Scale (JSS), and Multidimensional Fatigue Inventory (MFI) scores, we explore variations in stress, sleep disturbance, and fatigue across multiple dimensions. Our findings indicate intriguing disparities among pilot and non-pilot cohorts. Through graphical representations and statistical tests, we reveal that non-pilot college students exhibit higher perceived stress and sleep disturbance levels. In contrast, pilots demonstrate expected higher perceived fatigue levels. Our detailed analysis of subcategories, including General Fatigue, Physical Fatigue, Reduced Activity, Reduced Motivation, and Mental Fatigue, sheds light on the complexity of these differences. Notably, pilot students experience heightened fatigue, potentially linked to the demanding nature of their tasks. In conclusion, our extended analysis contributes valuable insights into the intricate dynamics of stress, sleep disturbance, and fatigue among pilot and non-pilot college students. These findings hold implications for future research and interventions aimed at enhancing the well-being and performance of individuals in these distinct educational and professional domains.