SURVIVING IN TWO WORLDS: EMOTIONAL STRATEGIES AND RESILIENCE OF WORKING STUDENTS IN MANAGING STRESS

Abstract

Working students are required to navigate dual roles in academic and professional environments, which increases their susceptibility to elevated stress levels. This study examines the role of emotional regulation strategies and resilience in managing stress among working students. A quantitative research design was employed, and data were collected using a structured questionnaire administered to 150 working students across several universities. The measured variables included emotional regulation, resilience, and perceived stress levels. The findings reveal a significant negative relationship between emotional regulation and stress, indicating that students who apply adaptive emotional strategies tend to experience lower levels of stress. Additionally, resilience functions as a protective factor that enhances students’ ability to cope with pressure and maintain psychological stability. The integration of strong emotional regulation and high resilience enables working students to manage their dual responsibilities more effectively, reducing the risk of burnout and promoting overall well-being. These results emphasize the need for universities to develop intervention programs focusing on emotional awareness, resilience-building, and stress management to create a supportive academic environment. In conclusion, surviving in “two worlds” requires not only effective time management but also internal psychological resources grounded in emotional regulation and resilience