<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-5044</journal-id>
<journal-title><![CDATA[Revista mexicana de neurociencia]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. mex. neurocienc.]]></abbrev-journal-title>
<issn>1665-5044</issn>
<publisher>
<publisher-name><![CDATA[Academia Mexicana de Neurología A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-50442025000200004</article-id>
<article-id pub-id-type="doi">10.24875/rmn.24000042</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Anxiety, depression, stress, executive functions, and academic performance: a post-COVID-19 study]]></article-title>
<article-title xml:lang="es"><![CDATA[Ansiedad, depresión, estrés, funciones ejecutivas y rendimiento académico: un estudio post COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero-Méndez]]></surname>
<given-names><![CDATA[Christian A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoya-Arenas]]></surname>
<given-names><![CDATA[David A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Ramírez]]></surname>
<given-names><![CDATA[Mónica T.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz-Jiménez]]></surname>
<given-names><![CDATA[Xóchitl A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Nuevo León Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Monterrey ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pontificia Bolivariana Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Antioquia ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>58</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-50442025000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-50442025000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-50442025000200004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  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 &#8804; 0.001). Furthermore, better performance in tasks assessing inhibitory control (R2 = 0.190, F = 16.938, p &#8804; 0.001), verbal working memory (R2 = 0.176, F = 10.185, p &#8804; 0.001), phonological and semantic verbal fluency (R2 = 0.207, F = 12.415, p &#8804; 0.001), abstract attitude, and comprehension of figurative meaning (R2 = 0.179, F = 10.403, p &#8804; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  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 &#8804; 0.001). Además, un mejor desempeño en tareas que evalúan el control inhibitorio (R2 = 0.190, F = 16.938, p &#8804; 0.001), la memoria de trabajo verbal (R2 = 0.176, F = 10.185, p &#8804; 0.001), la fluidez verbal fonológica y semántica (R2 = 0.207, F = 12.415, p &#8804; 0.001), la actitud abstracta y la comprensión del sentido figurado (R2 = 0.179, F = 10.403, p &#8804; 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.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Anxiety]]></kwd>
<kwd lng="en"><![CDATA[Depression]]></kwd>
<kwd lng="en"><![CDATA[Academic stress]]></kwd>
<kwd lng="en"><![CDATA[Executive functions]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="es"><![CDATA[Ansiedad]]></kwd>
<kwd lng="es"><![CDATA[Depresión]]></kwd>
<kwd lng="es"><![CDATA[Estrés académico]]></kwd>
<kwd lng="es"><![CDATA[Funciones ejecutivas]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
</kwd-group>
</article-meta>
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