Bibliographic Details
| Title: |
Anxiety, depression, stress, executive functions, and academic performance: a post-COVID-19 study. |
| Alternate Title: |
Ansiedad, depresión, estrés, funciones ejecutivas y rendimiento académico: un estudio post COVID-19. |
| Authors: |
Romero-Méndez, Christian A.1, Montoya-Arenas, David A.2, González-Ramírez, Mónica T.1, Ortiz-Jiménez, Xóchitl A.1 xoch77@yahoo.com |
| Source: |
Revista Mexicana de Neurociencia. Mar/Apr2025, Vol. 26 Issue 2, p58-66. 9p. |
| Subjects: |
EXECUTIVE function, OVERPRESSURE (Education), RESPONSE inhibition, STRESS management, HIGH school students |
| Abstract (English): |
Objective: Low academic performance (LAP) is a concerning phenomenon in Mexico. Neuropsychology has emerged as a discipline to address this issue through executive functions. This study analyzed how anxiety, depression, academic stress, and executive dysfunctions (EDs) influence the academic performance (AP) of adolescents. Methods: A quantitative, non-experimental approach with correlational and explanatory scope was employed. 147 high school students from the state of Puebla (Mexico) participated. Results: Depression and coping with academic stress explained AP (R² = 0.089, F = 7.013, p ≤ 0.001). Furthermore, better performance in tasks assessing inhibitory control (R² = 0.190, F = 16.938, p ≤ 0.001), verbal working memory (R² = 0.176, F = 10.185, p ≤ 0.001), phonological and semantic verbal fluency (R² = 0.207, F = 12.415, p ≤ 0.001), abstract attitude, and comprehension of figurative meaning (R² = 0.179, F = 10.403, p ≤ 0.001) also explained AP. Conclusions: The importance of considering depression, academic stress, and ED to understand and address LAP is highlighted, which will guide effective educational interventions. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Objetivo: El bajo rendimiento académico (BRA) es un fenómeno preocupante en México. La neuropsicología ha surgido como una disciplina para abordar este problema a través de las funciones ejecutivas (FE). Este estudio analizó cómo la ansiedad, la depresión, el estrés académico y las disfunciones ejecutivas influyen en el rendimiento académico (RA) de los adolescentes. Métodos: Se empleó un enfoque cuantitativo, no experimental, con un alcance correlacional y explicativo. Participaron 147 estudiantes de secundaria del estado de Puebla (México). Resultados: La depresión y el afrontamiento al estrés académico explicaron el RA (R² = 0.089, F = 7.013, p ≤ 0.001). Además, un mejor desempeño en tareas que evalúan el control inhibitorio (R² = 0.190, F = 16.938, p ≤ 0.001), la memoria de trabajo verbal (R² = 0.176, F = 10.185, p ≤ 0.001), la fluidez verbal fonológica y semántica (R² = 0.207, F = 12.415, p ≤ 0.001), la actitud abstracta y la comprensión del sentido figurado (R² = 0.179, F = 10.403, p ≤ 0.001) también explicaron el RA. Conclusiones: Se destaca la importancia de considerar la depresión, el estrés académico y las disfunciones ejecutivas para comprender y abordar el BRA, lo que guiará intervenciones educativas efectivas. [ABSTRACT FROM AUTHOR] |
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| Database: |
MedicLatina |
