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bibo:abstract "Academic stress is one of the psychological problems commonly experienced by university students due to high academic demands. Martin et al. (2003) explained that the use of adaptive humor styles as an emotion-focused coping strategy can reduce academic stress. This study aimed to examine the relationship between humor styles and academic stress among university students. A quantitative approach with a correlational design was employed. The participants were 242 undergraduate students pursuing their education in Yogyakarta. The sampling technique used was convenience sampling. The instruments used were the Humor Styles Questionnaire (HSQ), which measures four dimensions of humor styles: affiliative, self-enhancing, aggressive, and self-defeating, and the Educational Stress Scale for Adolescents (ESSA) to measure academic stress. Data were analyzed using multiple linear regression and an Independent Samples t-test as an additional analysis. The results showed that humor styles were simultaneously significantly associated with academic stress (F = 2.77; p = 0.028) and explained 4.47% of the variance in academic stress (R² = 0.0447). Partially, only affiliative humor was negatively and significantly associated with academic stress (β = −0.147; p = 0.032), whereas self-enhancing, self-defeating, and aggressive humor did not show significant associations (p > 0.05). These findings indicate that higher use of affiliative humor is associated with lower levels of academic stress among university students. This study highlights the importance of developing adaptive humor styles as one strategy to help university students manage academic stress, while also providing a basis for higher education institutions to develop programs promoting students’ mental health.\r\nKeywords: Academic stress, Humor styles, Undergraduate students"^^xsd:string;
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