Abstract
Third-year college students frequently have to juggle work and academic obligations. Effective coping mechanisms are necessary because these students face increased emotional demands and academic stress. The purpose of this study was to examine working students cognitive appraisal of stress related to their studies and jobs, emotional control, and help-seeking behavior. One hundred third-year working students participated in the study. A self-administered questionnaire measuring stress perceptions, emotional states, emotional regulation techniques, and help-seeking behavior was used to collect data. The data were analyzed using descriptive statistics, particularly composite means. According to the results, the majority of respondents were female between the ages of 18 and 20, and had a general weighted average of 1.50 and 1.99. The 54% had part-time jobs, and 30% worked 21–30 hours a week. The results indicated that third-year working students exhibited a high degree of emotional regulation, especially when it came to using cognitive reappraisal and pausing before acting. On the other hand, students help-seeking behavior was rated as moderate, and they mostly relied on romantic partners and close friends. Students had high levels of academic-related stress, despite displaying adaptive cognitive appraisal of stress and high positive emotional outcomes like pride. The most common stressor was time pressure, specifically meeting deadlines and juggling work and school obligations. The most common negative emotional outcome was fear of failure, and negative emotional outcomes were also high. All of the results indicate that third-year working students still endure high levels of academic and occupational stress in spite of their emotional fortitude and skillful self-regulation. The moderate dependence on official help-seeking highlights the necessity of easily accessible, stigma-free academic and mental health support services in higher education.
