Abstract
Aim: To determine if the use of fidget spinners and stress balls impact college test scores in Introductory Psychology courses. 
 Study Design: A between-participants experimental design was used. Students were randomly assigned into conditions. 
 Place and Duration of Study: The study was conducted at Coastal Carolina University, Conway, South Carolina, USA. Fall semester.
 Methodology: 170 college students enrolled in Introductory Psychology courses participated in the study. Participants were randomly assigned to use a fidget spinner, a stress ball, or sit quietly for 3 minutes before a unit test in their Introductory Psychology course.
 Results: Quantitative data was analyzed using SPSS. There were no statistically significant differences in test scores between the three groups (P=.28). The fidget spinner group (M=75.82,
 SD=13.12), the stress ball group (M=76.41, SD=13.89), and the control group (M=79.33, SD=11.17) scored similarly to each other on the unit test.
 Conclusion: Using fidget spinners or stress balls do not impact Introductory Psychology test scores.
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