In my master's thesis, I explored how students experience academic stress during their studies. The theoretical section provides an overview of existing knowledge about student stress, examines the transitional period into adulthood in which students find themselves, and
discusses the challenges they face during their studies. The final part of the theoretical introduction focuses on academic stress, defining it and outlining the known factors
contributing to academic stress, its effects, and coping strategies. Through a quantitative study, I investigated how students generally perceive stress in daily life and how often they experience stress due to their studies compared to other contexts. Additionally, I examined which factors
related to self-perception, financial circumstances, relationships with peers and friends, and family contribute to academic stress as significant stressors. Furthermore, I analyzed the strategies students employ to cope with stress. Data collection was conducted via an online survey distributed on Facebook in various groups predominantly consisting of students. The sample was based on convenience, including those who voluntarily participated and completed
the questionnaire in full. I analyzed the data obtained from 248 individuals and answered the posed questions and hypotheses. The findings indicate that students frequently experience stress in their daily lives, with academic obligations being the most common source. Among the stressors examined, the respondents identified those related to self-perception and academic responsibilities as the most significant contributors to academic stress.
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