Abstract. In this study, the relationship between the influence of stress on the academic achievement  of university students was studied. Students of the courses, except for the first year, voluntarily participated in research work in a random order. Reliability coefficient of measures assessing perceived stress and academic performance in this study  was equal of .70 and higher. The Pearson correlation between stress and academic achievement  was determined using the Pearson r-correlation analysis, and as a result, the negative coefficient of r correlation showed that the higher the stress level of students, the lower the level of academic performance and, conversely, the lower the stress level, the higher their academic performance. The hypothesis  about the gender characteristics of perceived stress was also tested, and according to the results, the perceived stress does not depend on gender characteristics in this research work. The effect of student’s stress on their academic achievement  is also tested in a simple linear regression analysis, and based on the result p coefficient students' perceived stress has an important impact on their academic achievement. This indicator contributes to the improvement of academic achievement  at the university, the acceptance of stress by students and its consideration in the content of socio-psychological, educational measures for prevention strategies, combating it.