Academic stress has reached critical levels among university students globally, particularly within the developmental phase of "emerging adulthood" (ages 18–25). While numerous quantitative studies exist, their findings are often fragmented. This article provides a comprehensive qualitative synthesis of existing literature to identify the primary predictors of academic stress. By categorizing these predictors into psychological, socio-demographic, and institutional domains, the review offers a holistic understanding of the stress landscape. The synthesis reveals that while internal traits like self-efficacy and perfectionism are pivotal, they are exacerbated by structural pressures such as curriculum density and financial insecurity. This article provides a theoretical roadmap for developing evidence-based mental health interventions in higher education.