Stress can affect both academic and functional performance. Students at college level may experience problems with peers, pursue a demanding academic overload and face tough competition, financial problems, choosing a career within the available options that would cause stress. Added to this, they also experience stressful situations like relationship problems, conflict with parents, friends, self-esteem and identity issues. Enhancing coping skills will be helpful for students to avoid the damaging effects of perceived stress such as overeating, drinking, and smoking or give up their goal. The ability to control and manage their stress will provide the students with a great opportunity to acquire new skills and will also facilitate their personal growth.Proactive CopingProactive coping differ from other coping forms since it incorporates and utilizes social and non-social resources; it employs vision of success, and it uses positive emotional strategies. Proactive coping also include goal setting and tenacious goal pursuit. Proactive coping is different from reactive, anticipatory and preventive coping. Reactive coping refers to harm or loss experienced in the past, whereas anticipatory coping pertains to imminent threat in the near future. Preventive coping refers to an uncertain threat potential in the distant future, whereas proactive coping involves upcoming challenges that are seen as potentially self-promoting. The distinction between these four perspectives of coping is advantageous because it moves the focus away from mere responses to negative events toward a broader range of risk and goal management that includes the active creation of opportunities and the positive experience of stress (Schwarzer & Taubert, 2002; Schwarzer & Knoll, 2003).General Perceived Self-efficacyPerceived competence is crucial, when confronting with stressful situation. Self-efficacy makes a difference in how people feel, think and act (Bandura, 1997). Efficacious people are able to persevere in the face of challenges because they believe they can change situations and behaviors to produce more positive outcomes. A strong sense of competence facilitates cognitive processes and academic performance. Self-efficacy levels can enhance or impede the motivation to act. Individuals with high self-efficacy choose to perform tasks that are more challenging. General self-efficacy aims at a broad and stable sense of personal competence to deal effectively with a variety of stressful situations (Schwarzer & Jerusalem, 1995; Schwarzer, 2000).Rationale for the StudyThough eustress is essential for better performance, it is witnessed that stress has many negative consequences. Students often use less desirable coping strategies such as alcohol, smoking, and using illegal drugs (Pierceall & Keim, 2007). It is felt that there is a need for stress management to improve student's performance and overall academic improvement. Kelly and Louise (2007) suggested that proactive coping does influence the likelihood of stress-related growth. Intervention programmes improved proactive coping competencies significantly (Chritina et al., 2007). Self-efficacy theory (Bandura, 1997), is an important prerequisite to change coping behaviour. Receiving elaborative feedback promotes ones' self-efficacy, while receiving knowledge of correct response improved performance. High self-efficacious person applied highlevel learning strategies, such as elaborative strategies and critical thinking (Wang & Pei-Yi, 2008). To confront with a stressful situation we should perceive our own competence. Hence, selfefficacy levels can the motivation to act. In this context, it is imperative to explore the relationship between perceived stress, proactive coping and general self-efficacy of college students.Hypotheses of ths studyThe hypotheses of the study are;* Male and female students differ significantly in their perceived stress, proactive coping and general self-efficacy. …