Previous studies have examined stress' potential impact on undergraduate college student academic outcomes. The existing literature has defined the populations' lived experiences of stress as a significant factor that can often destabilize a student's physical and mental health, as well as detract from a student's ability to achieve targeted goals related to achieving and maintaining academic success. This study examined the potential moderating effect that academic self-efficacy has on the relationship between perceived stress and academic performance. Using the self-care in undergraduates study conducted at the University of Washington, Tacoma, a secondary data analysis was conducted. The self-care in undergraduates study included over 700 participants, with some of the data collected including individual's scores on the Perceived Stress Scale (PSS), the College Academic Self-Efficacy Scale (CASES), and the participants' self-reported grade point average. Moderation analysis determined there was a statistically nonsignificant moderation affect for academic self-efficacy and the relationship between stress and academic performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]