The impact of a structured creative drawing cycle on perceived stress and students’ introspective capacities: A quasi-experimental retrospective study

Contemporary educational trends increasingly emphasize interdisciplinary approaches and student development through the integration of cognitive, emotional, and creative capacities. Within this framework, artistic activities can function as an effective bridge between learning, self-reflection, and well-being. The aim of this international study was to examine the impact of participation in a structured creative cycle on perceived stress and students’ introspective capacities among students from Sarajevo (Bosnia and Herzegovina) and Zagreb (Croatia).The study employed a quasi-experimental retrospective design with a sample of 57 students (40 from Sarajevo and 17 from Zagreb), based on voluntary participation and informed consent. The program lasted ten weeks and included eight creative drawing workshops. Data were collected using a retrospective self-assessment of participants’ state before and after the program (with the “before” assessment conducted retrospectively), a Likert-type questionnaire (1–5), and open-ended reflective questions. The results indicate a statistically significant reduction in perceived stress (Wilcoxon test: W = 73.5, p < .001) and a statistically significant increase in introspective capacities (W = 31.0, p < .001). Students reported high levels of relaxation (M = 4.23, SD = 1.05), emotional relief (M = 4.56, SD = 0.70), and creative development (M = 4.56, SD = 0.70). A thematic analysis of open-ended responses identified dominant themes: emotional relief, increased introspective awareness, freer creative expression, and a positive group experience. These findings suggest that structured visual-art activities may represent a valuable pedagogical strategy for supporting students’ self-regulation and reflection, while clearly acknowledging the methodological limitations of a retrospective design.