College students are expected to have excellent academic performance despite increased academic standards, and conflicting social, cultural, and temporal contexts. Their academic loads are more demanding, both intellectually and emotionally. They are required to responsibly take note of assignments, class schedules, and test dates and are expected to be disciplined and motivated to attend classes. They are expected to be more adept in interpersonal relations, especially since course requirements entail participation in different classroom discussions and presentations (Tummers, 2013; Dusek, Everly & Giordano, 1997). Overwhelmed by all of these, college students experience stress. Stress is a subjective response to events that are perceived as uncontrollable; it is simply a response to the event and not to the event itself. Stress is determined by how an event is interpreted (Buss & Larsen,