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: Perceiving the Stressor

The first stage, known as primary appraisal, involves determining the nature and severity of the stressor. In this process, individuals classify the stressor as a threat, challenge, or harm/loss. A threat indicates potential future harm, while a challenge refers to an opportunity for growth or achievement, and harm/loss reflects damage that has already occurred. When stressors are appraised as threats, negative emotions like fear or anxiety are more likely to arise, hindering coping efforts. Conversely, seeing a stressor as a challenge promotes a proactive approach, leading to better emotional regulation. For example, a student facing an upcoming exam without adequate preparation may perceive the exam as a threat, which could induce feelings of anxiety or helplessness. However, if the same student views the exam as a challenge, it may prompt more focused study efforts and a positive sense of motivation. If the student has already taken the exam and done badly, harm/loss could be a way for the student to make up for the bad grade. Lazarus posited that reframing stressors from threats to challenges is key to reducing stress levels and enhancing resilience.

Secondary Appraisal: Evaluating Coping Resources

Once the stressor is classified, individuals proceed to secondary appraisal, where they assess their available resources to cope with the identified threat or harm. Resources can include social support networks, financial stability, time availability, energy, and personal abilities. If individuals perceive their resources as sufficient or abundant, the overall level of experienced stress is likely to be lower. In the context of the exam example, a student who feels they have the necessary time and understanding to study effectively will experience less distress than one who perceives limited time or doubts their comprehension. On the other hand, insufficient resources can amplify the perceived severity of the stressor, leading to greater distress and impaired coping abilities.

Lazarus's theory underscores the importance of cognitive appraisals in shaping emotional and behavioral responses to stress. By recognizing the influence of primary and secondary appraisals, this framework highlights strategies for reducing stress, such as reinterpreting stressors as challenges and identifying or strengthening coping resources.