University students frequently encounter academic, interpersonal, financial, and career-related demands that may influence their psychological well-being and academic functioning. The present study examined perceived stress and coping styles among university students, with particular emphasis on problem-focused, emotion-focused, and avoidant coping strategies. A quantitative, descriptive, correlational, and cross-sectional research design was adopted. Data were obtained from 320 undergraduate and postgraduate students enrolled in different academic disciplines. Standardized self-report measures were used to assess perceived stress and coping responses.
Descriptive statistics, Pearson correlation analysis, and multiple regression analysis were employed to examine patterns and relationships among the study variables. The findings indicated a moderate-to-high level of perceived stress among participants. Problem-focused coping emerged as the most frequently used adaptive coping style and demonstrated a significant negative association with perceived stress. Emotion-focused coping showed a modest positive relationship with stress, whereas avoidant coping demonstrated the strongest positive association with higher stress perception.
Regression findings further indicated that coping styles significantly predicted perceived stress. The study highlights the importance of strengthening adaptive coping resources, psychological flexibility, problem-solving abilities, and accessible student-support systems within universities. The findings may assist higher education institutions in developing evidence-informed interventions designed to promote resilience, effective stress management, and psychological well-being among university students.