Researchers suggest that psycho-social mentoring may represent a way for instructors to provide emotional support and personal insight to students. Given the nationwide rise in academic stress among university students, the present study examines the kinds of negative emotions associated with failing an exam and how such emotions are linked to healthy and unhealthy forms of coping. In addition, the present study compares the links between emotion and coping across two national culture groups, Mainland Chinese and U.S., European Americans. This is done in an effort to aid instructors in their efforts to mentor students in the aftermath of academic failure. Results suggest both cross-cultural differences and similarities in emotional experience and management.