and gender roles in student-athletes, and mathematics anxiety.

There have been many studies looking at stress in college students. At one time or another, college students are forced to deal with a stressful situation. Stress, in this paper, is defined as "the level of discomfort felt in response to events perceived as overwhelming and harmful to one's well being" (Fraser & Tucker, 1997). Since there are so many stresses in college students' lives, this paper will be talking about only a few of them.

Students with technophobia suffer from more than not knowing how to set your VCR clock or an aversion to using a computer. In its worse form, it can cause physical symptoms such as sweaty palms and headaches. In its lesser forms, it can make people uncomfortable, self-conscious, and inefficient when they encounter technology (DeLoughry, 1993). Another situation/life generality is individuation. Individuation is when an individual has achieved "a level of differentiation that allows him or her to f

Vance, W.R. Jr. & Watson, T.S. (1994). Comparing anxiety management training and systematical rational restructuring for reducing mathematics anxiety in college students. Journal of College Student Development, 35, 261-266.

Smallman, Edward, Sowa, Claudia J., & Young. Bryce D. (1991). Ethnic and gender differences in student-athletes' responses to stressful life events. Journal of College Development, 32, 230-235.

There is reason to believe that members of the so-called Nintendo generation, who were born in the past 10-15 years, will be less technophobic than their parents because they have had more exposure to technology (DeLoughry, 1993). That group will not completely stop the problem (DeLoughry, 1993,). Not everyone uses computer and hand held games.

One of the most promising behavioral methods that Vance discussed is Anxiety Management Training (AMT) (Vance & others, 1994). "AMT has been applied to problems ranging from general, specific, and performance anxieties to organically based disorders" (Vance & others, 1994, p.261). The findings of this study demonstrate that participants receiving AMT significantly lowered their anxiety toward mathematics as measured by the Mathematics Anxiety rating scale (Vance & others, 1994).

Fraser, K.P. & Tucker, C.M. (1997). Individuation, stress, and problem-solving abilities of college students. Journal of College Student Development, 38, 461-467.

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