Academic Stress Management and Practices of 4th-Year Criminology Students of Manuel S. Enverga University Foundation

In the intricate landscape of students' academic journeys, stress emerges as a pervasive presence, notably among individuals aged 21 to 25 navigating crucial transitions. Recognizing the substantial burden borne by students internally and externally underscores the need for a profound understanding of the origins and repercussions of academic stress, particularly in criminology, where exposure to sensitive subjects introduces unique stressors impacting performance and well-being. This meticulous study focuses on 4th-year College of Criminology students grappling with academic stress. The objective is to scrutinize the hypothesis that academic stress significantly directs students toward adverse academic trajectories, potentially leading to undesirable or unlawful practices as coping mechanisms. Employing a quantitative research design, the study concentrated on 40% of the 4th-year population at Manuel S. Enverga University Foundation Inc. Data collection involved a structured survey questionnaire administered through simple random sampling. The anticipated outcome aims to bridge knowledge gaps on academic stress and its implications for criminology students, unveiling uniform experiences within the population and contributing to an evolving repository of insights. The culmination of this effort materialized in an infographic-a tangible tool addressing stress alleviation and presenting pathways to constructive coping mechanisms, fostering a novel discourse on the subject. As a result, researchers synthesized the information into creative infographic tarpaulins, encapsulating the vitality of academic stress through short-term effects, long-term effects, and coping mechanisms. This transformation aims to reshape students' perceptions of academic stress in its entirety.