The purpose of this study was to investigate the effects of appraisal of academic stressors and coping strategies on stress responses and academic motivation in junior high school students. In the first survey, subjects were made of 233 junior high school students. It was shown that appraisal of academic stressors, dependent emotion-focused coping and avoidance coping all were positively related to stress responses. On the other hand, positive emotion-focuced coping was seen negatively related to stress responses. In a second survey subjects were made of 495 junior high school students. It was shown that appraisal of academic stressors were negatively related to feeling of self-growth and academic motivation; but probrem-solving coping was positively related to a feeling of self-growth and academic motivation.