ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the relationship among academic stress, motivation, study habits, and academic performance among Bachelor of Secondary Education (BSEd) major in Mathematics students in selected higher education institutions during the School Year 2025–2026. Specifically, the study assessed the respondents’ profile, level of academic stress, level of motivation, study habits, and academic performance based on General Weighted Average (GWA). It further determined the significant relationships among the variables and proposed a localized intervention plan. The study utilized a quantitative descriptive-correlational research design involving 170 respondents selected through stratified random sampling. Data were gathered using validated survey questionnaires and analyzed using frequency count, percentage, weighted mean, Shapiro–Wilk Test, Pearson Product–Moment Correlation, and multiple regression analysis. Findings revealed that respondents generally experienced High Academic Stress, particularly in self-perceptions and academic expectations. Learners also demonstrated High Motivation in both intrinsic and extrinsic dimensions, while amotivation was interpreted at a moderate level. Furthermore, respondents exhibited Good Study Habits across all dimensions. Academic performance was generally satisfactory to very satisfactory. Significant relationships were found between academic stress, motivation, study habits, and academic performance. Academic stress negatively influenced academic performance, while motivation and study habits positively predicted academic achievement. The findings served as basis for proposing a localized learner support and academic enhancement program intended to strengthen student well-being, motivation, and academic resilience among BSEd Mathematics students. Keywords: Academic Stress, Motivation, Study Habits, Academic Performance, Mathematics Education, College Students