Experiencing stress has been associated with a range of adverse outcomes for health and wellbeing. Directly implicated in the health consequences of stress is the coping behavior individuals utilise in an attempt to manage their stress. Interventions to aid in coping with stress often aim to teach coping skills and promote the uptake of particular behaviours for coping. Despite such approaches relying on an individual to change their behaviour, these interventions have rarely incorporated behavior change methods targeting the complex processes underpinning engagement in these behaviours. Given their ability to explain behaviour as a function of reasoned conscious and automatic non-conscious processes, integrated dual process models have substantive practical value for intervention design in this context. This presentation will demonstrate two tests of integrated dual process models predicting two distinctive types of coping behavior: problem-focused coping behaviour and emotion-focused coping behavior. The models were tested in a sample of university students in Australia, a population who consistently reported high levels of stress, well exceeding population norms. Participants were aged 17 and older (N = 332), and a prospective correlational design with a 1-week follow-up was adopted. At Time 1 (T1) participants completed measures of constructs from the theory of planned behaviour reflecting reasoned psychological processes (intention, attitude, subjective norm, perceived behavioral control), and behavioral automaticity, regarding problem-focused coping behaviour and emotion-focused coping behaviour. At Time 2 (T2) participants completed follow up measures of problem-focused and emotion-focused coping behavior. Well-fitting structural equation models revealed that both reasoned and automatic psychological processes predicted problem-focused and emotion-focused coping behaviour, with stronger effects for automatic processes. Future research aiming to increase uptake of particular coping behaviours should use behaviour change techniques known to influence constructs reflecting reasoned and automatic psychological processes as opposed to just imparting coping skills.