Keywords
Abstract
Academic stress presents a significant challenge for first-year university students during their transition to higher education. This article examines the primary causes of educational pressure and evaluates targeted interventions to alleviate student distress. Major contributing factors include increased academic workloads, sudden shifts to autonomous learning, fear of academic failure, and difficulties adapting to new assessment standards. These stressors frequently lead to diminished academic performance, heightened anxiety, and increased attrition rates in the first year. To address these challenges, a dual-solution framework is proposed: institutional interventions, such as structured transition programs, early academic mentoring, and curriculum modifications, alongside individual coping strategies, including time-management training and access to wellness resources. Effectively addressing first-year academic stress requires collaboration between university administration and students to foster a supportive academic environment.
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