A Mixed-Methods Explanatory Model of Impulsivity in Adolescent Drama Students: The Role of Family, School Stress, and Peer Influence

Adolescents enrolled in drama classes face unique emotional and social demands that may challenge their self-regulation. This study investigated factors associated with impulsivity among drama students, examining the roles of lifestyle, family dynamics, academic stress, and vocational activities. A mixed-methods approach was employed: two focus groups with 28 upper-grade students (grades 11–12) identified key themes, including emotional overload, academic stress, and strained communication with parents. Based on these insights, a 77-item anthropological questionnaire was developed and applied to 90 ninth-grade students. Impulsivity was measured using the Barratt Impulsiveness Scale (BIS), and multiple linear regression analysis identified three significant predictors of higher impulsivity scores: perceived stress during school days (β = 0.370, p < 0.001), conflictual discussions with parents (β = 0.273, p = 0.013), and discomfort during academic-related conversations at home (β = 0.331, p < 0.001). The model demonstrated high explanatory power (adjusted R² = 0.874). These findings indicate that impulsivity in drama students is influenced by neurodevelopmental factors and environmental stressors, particularly family and school-related pressures. The results underscore the importance of targeted interventions, including stress management strategies and family communication support, to enhance self-control and emotional resilience in performing arts education contexts.