Developing a cognitive-based module for problem-focused coping skills: a research and development feasibility study among university students

Journal of Counseling, Education and Society October 08, 2026 Volume 7, Number 1 3 authors

Abstract

University students encounter various academic and non-academic stressors that require effective coping strategies. This study aimed to develop and examine the feasibility of a cognitive approach-based problem-focused coping skill module grounded in Lazarus and Folkman’s transactional model and Beck’s cognitive model. A Research and Development design using the ADDIE model was employed. The module was evaluated through content-expert validation, design-expert validation, and field practicality testing, followed by a single-group pretest–posttest involving 60 university students. Content-expert validation yielded 96.7% (Aiken’s V = 0.94–0.98), design-expert validation 89.3% (Aiken’s V = 0.71–0.98), and field practicality 95.7%, all categorized as highly feasible. Descriptively, the proportion of students with high problem-focused coping increased from 35% to 80%, while high emotion-focused coping increased from 25% to 67%. No inferential statistical analysis was conducted, and the absence of a control group limits causal interpretation. The findings indicate that the module is feasible and practical and is associated with an increase in problem-focused coping. Its effectiveness in reducing academic stress should be examined in future controlled studies using validated stress measures.

Authors

  1. Julia Eva Putri

    STKIP Muhammadiyah Sungai Penuh

  2. Rismar Julia Utami

    STKIP Muhammadiyah Sungai Penuh

  3. Edisa Oktonika

    STKIP Muhammadiyah Sungai Penuh

Keywords

Problem-focused copingCognitive approachAcademic stressModule developmentADDIEUniversity students

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