METHODS Participants

Stress is inevitable. It is beneficial in small quantities can create prolonged and unmanageable stress can be incapacitating, damaging, and can lead to counterproductive habits (Selye, 1956). In the current study, the effects of stress on students ’ academic performance will be assessed in order to help gain a better understanding of stress in the realm of college life. Shaikh et al. (2004) assessed the perception of stress as well as coping strategies of medical students. The study indicated that the results of prolonged stress were low mood (depression), inability to concentrate, loss of temper, and decreased academic performance. Shaikh et al’s. study provides great insight into possible causes, outcomes, and solutions to stress in higher education students. Cassaday and Johnson (2002) examined the cognitive element of test anxiety as it pertained to academic performance. Their study demonstrated the inverse relationship between test anxiety and exam performance, with students scoring lower on exams when they had higher levels of test anxiety. After looking at these studies, it seems evident that further examination is necessary before any progress can be made in overcoming the epidemic that is stress. It is hypothesized that, individuals with high stress levels will exhibit lower academic performance than those with low stress levels. I t is also hypothesized that individuals in high task difficulty conditions will have lower academic performance than the individuals in low task difficulty conditions