Abstract

Balancing academic responsibilities with work commitments is a major challenge for college students, often causing high stress and irregular study habits. The Pomodoro Technique, which uses structured intervals of focused study followed by short breaks, can help. By promoting concentration, improving time management, and supporting self-regulation, it aims to enhance academic performance while reducing stress. A quantitative pre-test–post-test design was used with mostly female (70%) working students aged 18–30, mainly 21–23 (52%). They reported heavy academic loads (21–30 units), limited weekly study hours (<3 hrs for 64%), and 74% worked over six hours daily. Self-regulation and stress were measured before and after a structured Pomodoro Technique intervention, with descriptive and inferential analyses applied. Pre-test showed high academic stress (WM = 2.74) and moderate self-regulation challenges, especially in strategic planning, adaptability, self-monitoring, and self-evaluation. Post-test results showed reduced stress (WM = 2.60) and improved self-regulation, including strategic planning (WM = 2.49) and self-control (WM = 2.61). Students reported better focus, goal-setting, task organization, and reflection, though changes were not statistically significant (Z = –1.20, p = 0.26; Z = –0.22, p = 0.82). Main challenges included distractions (87%), inconsistent sessions (62%), and balancing study with work (55%). Findings suggest that the Pomodoro Technique may facilitate structured study routines, sustained attention, and stress reduction among working students. While quantitative improvements were not statistically significant, students perceived the technique as highly effective in supporting academic performance and self-regulation. Future research may explore extended implementation periods, larger sample sizes, or integration with explicit self-regulation training to maximize measurable benefits.