THE ROLE OF REFLECTIVE JOURNALING IN MITIGATING PERCEIVED STRESS AMONG STUDENTS
THE ROLE OF REFLECTIVE JOURNALING IN MITIGATING PERCEIVED STRESS AMONG STUDENTS

Summary/Abstract: Perceived stress among university students represents a major issue in contemporary academic environments, with significant implications for educational performance and socio-emotional adjustment processes. In the context of increasing academic demands and difficulties in emotional self-regulation, reflective strategies emerge as relevant tools for reducing psychological strain and fostering adaptive coping mechanisms. The present study investigates the effectiveness of reflective journaling in reducing students’ perceived stress. The research employed a single-group experimental design with a pretest–posttest approach, on a sample of 60 students aged between 19 and 26 years. Perceived stress levels were assessed using the PSS10 Scale, while the intervention consisted of a guided reflective journaling activity conducted over a period of six months, focused on identifying stressful experiences, expressing emotions, and analyzing personal stress-management strategies. The anticipated results indicate a decrease in perceived stress levels among participants engaged in the reflective activity, as well as a positive perception of the usefulness of reflective journaling in the process of emotional self-regulation. The study highlights the relevance of reflective journaling as an accessible and effective psycho-pedagogical intervention in supporting students’ psychological well-being and promoting emotional adaptation to academic demands.

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