<![CDATA[This study examines the effectiveness of a single-session stress management training intervention in addressing stress among undergraduate students writing their theses. Using a one-group pretest–posttest design, the study involved eight participants selected through purposive sampling. The intervention consisted of one session focused on stress management techniques. Measurements using the DASS-21 showed no significant difference between pretest and posttest scores (p = 0.944). These findings suggest that a single-session intervention may be insufficient to produce meaningful changes in academic stress levels. They also underscore the importance of considering factors such as intervention duration, session frequency, and individual characteristics when developing stress management programs for students. This study provides a basis for further research using more robust designs and more comprehensive interventions.]]>
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