Relación entre ansiedad y rendimiento ejecutivo en estudiantes de décimo año post confinamiento por COVID-19
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Revista de Psicologia
Abstract
La pandemia de COVID-19 ha tenido un impacto profundo en la salud mental a nivel mundial, especialmente en adolescentes. Estas afectaciones pueden traer consecuencias importantes en el rendimiento cognitivo de los mismos. Objetivo: Determinar la asociación entre los niveles de ansiedad y las funciones ejecutivas en estudiantes de décimo año en Ecuador después del confinamiento por COVID-19. Materiales y Métodos: Estudio transversal que incluyó a 50 estudiantes de décimo grado de una escuela ecuatoriana. Los niveles de ansiedad se evaluaron utilizando la Escala de Ansiedad Manifiesta en Niños Revisada (CMAS-R2) y las funciones ejecutivas se midieron con el Trail Making Test (TMT). Se utilizaron modelos de regresión logística multivariante para explorar la relación entre la ansiedad y el rendimiento ejecutivo. Resultados: Los estudiantes con ansiedad tuvo una mediana de calificaciones mediano inferior (7) en comparación con aquellos sin ansiedad (9). La presencia de ansiedad se asoció con un peor rendimiento ejecutivo medido por TMT (OR = 1.28, IC 95% [1.08, 1.52], p < 0.001). Los modelos de regresión logística multivariante confirmaron esta asociación, mostrando que niveles más altos de ansiedad se correlacionaban con un menor rendimiento ejecutivo (OR = 1.25, IC 95% [1.02, 1.58], p = 0.044). Conclusión: El estudio destaca la significativa relación entre la ansiedad y la alteración de las funciones ejecutivas en adolescentes post-pandemia. Se discute la importancia de las intervenciones en salud mental en los entornos educativos para apoyar el bienestar cognitivo y emocional de los estudiantes.
The COVID-19 pandemic has profoundly impacted global mental health, especially among adolescents. These effects can have significant consequences on their cognitive performance. Objective: To determine the association between anxiety levels and executive functions in tenth-grade students in Ecuador after the COVID-19 confinement. Materials and Methods: A cross-sectional study including 50 tenth-grade students from an Ecuadorian school. Anxiety levels were assessed using the Revised Children's Manifest Anxiety Scale (CMAS-R2), and executive functions were measured with the Trail Making Test (TMT). Multivariate logistic regression models were used to explore the relationship between anxiety and executive performance. Results: Students with anxiety had a lower median grade point average (7) compared to those without anxiety (9). The presence of anxiety was associated with poorer executive performance as measured by TMT (OR = 1.28, 95% CI [1.08, 1.52], p < 0.001). Multivariate logistic regression models confirmed this association, showing that higher anxiety levels correlated with lower executive performance (OR = 1.25, 95% CI [1.02, 1.58], p = 0.044). Conclusion: The study highlights the significant relationship between anxiety and compromised executive functions in adolescents post-pandemic. The importance of mental health interventions in educational settings to support students' cognitive and emotional well-being is discussed.
The COVID-19 pandemic has profoundly impacted global mental health, especially among adolescents. These effects can have significant consequences on their cognitive performance. Objective: To determine the association between anxiety levels and executive functions in tenth-grade students in Ecuador after the COVID-19 confinement. Materials and Methods: A cross-sectional study including 50 tenth-grade students from an Ecuadorian school. Anxiety levels were assessed using the Revised Children's Manifest Anxiety Scale (CMAS-R2), and executive functions were measured with the Trail Making Test (TMT). Multivariate logistic regression models were used to explore the relationship between anxiety and executive performance. Results: Students with anxiety had a lower median grade point average (7) compared to those without anxiety (9). The presence of anxiety was associated with poorer executive performance as measured by TMT (OR = 1.28, 95% CI [1.08, 1.52], p < 0.001). Multivariate logistic regression models confirmed this association, showing that higher anxiety levels correlated with lower executive performance (OR = 1.25, 95% CI [1.02, 1.58], p = 0.044). Conclusion: The study highlights the significant relationship between anxiety and compromised executive functions in adolescents post-pandemic. The importance of mental health interventions in educational settings to support students' cognitive and emotional well-being is discussed.
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No. 33