In daily life, students often spend time in anticipation: for grades, notifications, and social validation. Although these instances may seem minor, they can shape attention, mood, and performance. The purpose of this project is to explore how that anticipatory state appears in the brain and how it influences performance on a cognitive task. Contingent negative variation (CNV), an event-related potential, which can be caused by anticipatory anxiety will be studied. This study will also include how CNV under threat-of-evaluation can alter cognitive task performance. While there exists extensive research in the motor/preparatory domain, there has not been much insight into anticipatory anxiety in a cognitive performance design. By the end of the project, I aim to connect everyday anticipatory stress in academic settings with neural signals and performance outcomes. Understanding how anxiety regarding waiting for evaluation results affects brain states could inform healthier study habits and technology-use policies and can help teachers and institutions reconsider testing and grading practices. My final product will have two components: a formal research paper and a practical guide for educators and students. This would be a concise and accessible online toolkit that summarizes findings in plain language and offers accessible suggestions for structuring assessment and feedback. The purpose of this portion is to support healthier states for students and assist teachers in contributing to student improvement.