The Difference in the Influence of Problem-Focused and Emotion-Focused Coping on Student Academic Stress in the VUCA Environment in Malang City

Abstract

The VUCA (Volatility, Uncertainty, Complexity, Ambiguity) era has intensified academic pressure in higher education, particularly among first-year health students. This study examined differences in the effects of problem-focused coping and emotion-focused coping on academic stress. Using a cross-sectional quantitative design, 210 first-year health students in Malang City were selected through proportional random sampling. Data were collected using validated and reliable Likert-scale questionnaires. Results indicated that academic stress levels were moderate to high (mean = 61.84; SD = 10.72). Problem-focused coping showed a higher mean compared to emotion-focused coping. Correlation analysis revealed that problem-focused coping was significantly negatively associated with academic stress (r = −0.41; p < 0.001), while emotion-focused coping showed a significant positive association (r = 0.36; p < 0.001). Multiple linear regression analysis demonstrated a significant model (F = 38.72; p < 0.001), explaining 27.4% of the variance (R² = 0.274). Partially, problem-focused coping had a stronger negative effect (β = −0.38), whereas emotion-focused coping had a positive effect (β = 0.29). These findings indicate that problem-focused coping is more effective in reducing academic stress, while emotion-focused coping tends to provide only short-term relief and may be maladaptive if dominated by avoidance strategies.