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Related Concept Videos

Psychological Responses to Stress01:20

Psychological Responses to Stress

Psychological responses to stress encompass the various cognitive and emotional reactions individuals experience when faced with challenging or threatening situations, such as a job loss. Prolonged exposure to stressors can disturb emotional balance, increasing negative emotions (e.g., anxiety and sadness) and diminishing positive emotions (e.g., joy and satisfaction). These persistent emotional shifts are associated with an increased risk of both physical illness and mental health issues, such...
Stress and Mental Health01:30

Stress and Mental Health

Chronic stress profoundly affects mental health, significantly influencing mood, behavior, and overall quality of life. Research closely links chronic stress with mental health conditions such as depression, anxiety, and substance use disorders. Ongoing exposure to stress can lead to physiological and psychological changes, initiating a cycle of emotional distress and maladaptive coping mechanisms.
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Lazarus's Cognitive Appraisal Theory01:20

Lazarus's Cognitive Appraisal Theory

Cognitive psychologist Richard Lazarus proposed the cognitive-mediational theory of emotions, which emphasizes how individuals' assessments of stressors significantly affect their experience of stress. According to Lazarus, the stress response is determined by a two-step appraisal process: primary appraisal and secondary appraisal. These cognitive appraisals help individuals evaluate the potential impact of a stressor and determine the adequacy of their coping resources.
Primary Appraisal:...
Types of Stressors01:23

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A stressor is any event, condition, or stimulus that triggers stress and causes a physical or psychological response in the body. Stressors can be categorized into three main types: catastrophes; significant life changes; and daily hassles, including social stress. Each can be detrimental to physical and mental well-being.
Catastrophes
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Components of Stress01:23

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Stress analysis under multiple loading conditions is intricate, necessitating a comprehensive grasp of normal and shearing stresses. Consider a small cube at point O, subjected to stress on all six faces, visible or not. Normal stress components σx, σy, σz act perpendicularly to the x, y, and z axes. Shearing stress components τxy and τxz are exerted on faces perpendicular to these axes.
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Related Experiment Video

Updated: Jun 2, 2026

Assessment of Stress Effects on Cognitive Flexibility using an Operant Strategy Shifting Paradigm
07:26

Assessment of Stress Effects on Cognitive Flexibility using an Operant Strategy Shifting Paradigm

Published on: May 4, 2020

Chronic Academic Stress Differentially Modulates Value-Driven Attentional Capture.

Zhaoxiang Song1, Mingming Qi1, Heming Gao1

  • 1School of Psychology, Liaoning Normal University, Dalian, China.

Stress and Health : Journal of the International Society for the Investigation of Stress
|May 31, 2026
PubMed
Summary
This summary is machine-generated.

Chronic academic stress enhances attention to high-value rewards but impairs control over high-value distractors. This impacts attentional capture, affecting cognitive processing in students preparing for exams.

Keywords:
attentional controlchronic stresscortisol awakening responsereward processingvalue‐driven attentional capture

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Stress Research

Background:

  • Chronic academic stress is prevalent among students.
  • Understanding its cognitive effects, particularly on attention, is crucial.

Purpose of the Study:

  • To investigate how chronic academic stress affects value-driven attentional capture.
  • To examine the modulation of attentional prioritization and distractor processing under stress.

Main Methods:

  • A training-test paradigm was used with student participants.
  • Value-associated colour distractors were presented during a visual search task.
  • Measures included task performance, attentional capture, perceived stress, anxiety, and cortisol awakening response (CAR).

Main Results:

  • Stressed students exhibited higher anxiety and blunted CAR.
  • Stressed individuals showed faster responses to value-associated targets during training.
  • Greater attentional capture by high-value distractors was observed in the stress group, correlating with anxiety and blunted CAR.

Conclusions:

  • Chronic academic stress differentially modulates attentional processing.
  • Stress enhances the salience of valued stimuli and target selection.
  • Stress compromises inhibitory control over high-value distractors, increasing their attentional capture.