<![CDATA[Academic burnout is a condition of psychological exhaustion that students may experience when facing sustained academic demands. Coping strategies represent a relevant psychological construct to examine in relation to this condition. This study aimed to examine the relationships between three coping dimensions—problem-focused coping, emotion-focused coping, and dysfunctional coping—and academic burnout among eleventh-grade students at SMA Negeri 2 Tasikmalaya. A quantitative cross-sectional correlational design was employed, involving 196 students. Data were collected using the Brief-COPE and an academic burnout instrument adapted from the MBI-SS. Multiple linear regression was used for data analysis. The regression model was statistically significant, F(3, 192) = 19.103, p < .001, R² = .230. In the partial analyses, problem-focused coping showed a positive and significant coefficient (B = 0.912, p < .001). Dysfunctional coping demonstrated a positive and significant coefficient in the main model (p = .049), but this association was no longer statistically significant when HC3 robust standard errors were applied (p = .055). Emotion-focused coping did not show a significant partial association (p = .122). A sensitivity analysis excluding one burnout item indicated that only problem-focused coping remained statistically significant. Assumption testing suggested a departure from linearity for problem-focused coping, while subscale reliability was relatively low (α = .416–.667). These findings indicate that the three coping dimensions were jointly associated with academic burnout, although not all partial coefficients demonstrated consistent statistical significance. Interpretation should consider measurement limitations, the linearity assumption, and the inability of the cross-sectional design to establish causal relationships.]]>
