Anxiety, depression, stress, executive functions, and academic performance: a post-COVID-19 study

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 (R 2 = 0.089, F = 7.013, p 0.001).Furthermore, better performance in tasks assessing inhibitory control (R 2 = 0.190, F = 16.938,p 0.001), verbal working memory (R 2 = 0.176, F = 10.185,p 0.001), phonological and semantic verbal fluency (R 2 = 0.207, F = 12.415, p 0.001), abstract attitude, and comprehension of figurative meaning (R 2 = 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.