61 | Page www.jgcsunizik.org Andrew A. Adubale Journal of Guidance and Counselling Studies, 2018, Vol. 2, Issue 2, 61-73 Introduction Stress has been closely associated with the cognitive functioning of students. Studies like; Awino and Agolla, (2008); Fairbrother and Warn, (2003); Ongori, (2007) have shown that students including University undergraduates experience different types of stress in their course of study. Laurence, Williams and Eiland (2009) attributed it to fear of failing examinations and prompt reduction in recreational activities. Bataineh (2013) and Adubule (2014) attributed it to academic pressure and inability to manage personal time properly. Fairbrother and Warn (2003) associated it to too many assignments, competition with other students, and lack of finance (pocket money). While Ongori (2007), Awino and Agolla (2008); Decoste and Israel (2011) identified institutional issues like overcrowded lecture halls and inadequate resources, excessive homework, sitting for examinations and peer competition as universal academic sources of stress. Besides, academic related issues like pressure to submit assignments on deadlines and pressure to excel in tests or examinations could put students under undue stress. Therefore, Wong, Wong and Scott (2006) Journal of Guidance and Counselling Studies Stress Factors as Predictor of Academic Performance of Undergraduate Students in University of Benin, Edo State, Nigeria Andrew A. Adubale Ph.D Department of Educational Evaluation and Counselling Psychology. Faculty of Education, University of Benin, Benin City, Nigeria http://doi.org/10.5281/zenodo.3838759 Abstract The study investigated stress factors and academic performance of undergraduate students. It employed a survey research design. Three hypotheses were formulated. Stratified random sampling technique was used to obtain a sample of 90 students from the different departments in the faculty of education. Student Stress Inventory was used to collect the relevant information from the respondents. Using Cronbach Alpha statistics, the reliability co-efficient of .68, .57, 87 and .68 were obtained for sections A, B, C and D of the instrument respectively. The content validity of the instrument was ascertained by 3 experts (lecturers). Analysis of Variance (ANOVA) was used to analyse the data. The findings revealed that stress factors significantly predict the academic performance of male undergraduate students. It was recommended that school counselling unit should organize seminars, workshop and symposia periodically for the students to address the stress factors. Key words: Stress factors, Academic performance, Undergraduate students.