The study examined the effect of stress appraisals on cognitive performance among undergraduate students. The experiment involved a between-group, quasi-experiment design where participants were randomly assigned to either a control group or one of two experimental groups (threat or challenge). Participants completed a 5-minute timed word search puzzle and then provided informed written consent before being fully debriefed. The results showed significant differences in stress appraisals on cognitive performance, with the control group scoring higher than both threat and challenge groups. The findings support the notion that stress appraisals are highly related constructs associated with performance satisfaction.