PSYCHOLOGICAL AND EMOTIONAL WELL-BEING OF UNDERGRADUATE THEATRE ARTISTS IN A NIGERIAN UNIVERSITY

Abstract

Undergraduate theatre artists are performers in an academic discipline with psychological and emotional rigourthat sets them apart from other undergraduates and performing artists. This study examined the psychological and emotional well-being of
undergraduate theatre artists at the University of Ibadan, Nigeria. A cross-sectional survey design was employed, involving 134 students (56 males, 78 females) from 100–400 levels. Data were collected using a structured questionnaire incorporating a 14-item psychological wellbeing scale measured on a 4-point Likert scale to assess disciplinespecific perceptions and psychological well-being indicators across the six thematic areas. Statistical analysis included descriptive statistics and independent samples t-tests to examine gender differences, with significance set at p<0.05. Majority (90%, n=121) recognised that theatre arts education demands concern over emotional health. Sixty-one percent (61%) reported having performance anxiety: "often" (48%) or "every time" (13%). Emotional exhaustion during rehearsals affected 57%, exceeding performancerelated exhaustion (47%). Therapy needs were reported by 35%, with males showing slightly higher rates than females. Work-life balance challenges affected 40% of students, while 32% experienced difficulties with emotional character separation. Females showed slightly higher mean scores for performance anxiety (2.77±2.36 vs 2.52±2.08). Prevalence of performance anxiety, emotional exhaustion, and therapy needs reveals gaps in mental health support systems within Theatre Arts education. Rehearsal-related emotional exhaustion exceeding performance-related exhaustion suggests that teaching methods may require restructuring to incorporate adequate recovery periods and emotional regulation training, showing an urgent need for specialised mental health support services, and integration of psychological wellbeing training into Theatre Arts curriculum.