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This study focused on the fundamental variables affecting how learning skills predict stress coping styles. Data were gathered from 279 students in Grades 10–12 from a demonstration school. Questionnaire answers were analyzed by stepwise multiple regression and canonical correlation to identify the best predictors of each learning skill and stress coping style. Learning skills were correlated strongly with student lesson attendance 4–7 times per week, and especially when they were in Grade 10. Stress coping style usage was shown consistently by male students studying in the science program, and attending lessons 4–7 times per week. Finally, results from the study revealed that surface learning skills positively correlated with passive emotion and passive problem coping styles, but negatively correlated with active problem coping. These results will help teachers plan lessons that will encourage positive learning styles in students.
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