<![CDATA[Objective: This study aimed to analyze the emotional dynamics of university students facing academic pressure and the strategies they use to manage emotional responses to academic demands. Methods: A descriptive qualitative approach was employed through semi-structured interviews with four students of STAI Al-Gazali Soppeng in July 2026. Data were analyzed through transcription, thematic categorization, pattern identification, interpretation, and conclusion drawing. Participants were anonymized as R1, R2, R3, and R4. Results: Academic pressure mainly arose from overlapping assignments, tight deadlines, difficulties understanding course materials, presentations, examinations, classroom discussions, and academic achievement demands. Students experienced anxiety, panic, stress, frustration, and mental fatigue. These responses were dynamic and tended to stabilize as students prioritized tasks, completed assignments gradually, and reappraised academic demands as manageable. Support from parents, friends, and peers also helped students manage their emotions. Novelty: The study highlights that students’ emotional dynamics are adaptive processes shaped by appraisal of academic demands, emotion regulation, coping strategies, and social support.]]>
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