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Richard Lazarus introduced the cognitive–mediational theory of emotions, which emphasizes the perception of stress and an individual's appraisal of stressors.

This theory outlines a two-step process for evaluating stressors.

The first step, known as primary appraisal, involves assessing the severity of a stressor and categorizing it as a threat, challenge, or loss. For instance, a student who is unprepared for an exam might perceive it as a threat.

A stressor classified as a challenge rather than a threat can enhance coping abilities while viewing it as embarrassing or expecting failure can increase stress and weaken coping mechanisms.

Once a threat is identified, the second step, secondary appraisal, takes place. It evaluates available coping resources, such as time, energy, money, skills, or social support, to address the stressor effectively.

For example, a student who feels confident in their available study time and comprehension of the material would experience lower stress.

Conversely, if the student feels unprepared or lacks time, stress levels would increase.