Anxiety, Low Self-Esteem and a Low Happiness Index Are Associated with Poor School Performance in Chilean Adolescents: A Cross-Sectional Analysis

Zapata-Lamana, Rafael; Sanhueza-Campos, Cristian; Stuardo-Álvarez, Marcia; Ibarra-Mora, Jessica; Mardones-Contreras, Marcela; Reyes-Molina, Daniel; Vásquez-Gómez, Jaime; Lasserre-Laso, Nicole; Poblete-Valderrama, Felipe; Petermann‐Rocha, Fanny; Parra-Rizo, María Antonia; Cigarroa, Igor

doi:10.3390/ijerph182111685

Cited by 16 publications

(9 citation statements)

References 66 publications

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“…Although we found that high GPA was correlated with poor sleep, and that poor sleep was further correlated with poor mental health, we did not find a direct association between psychological measures and GPA. These results do not accord with studies reporting that students with poor mental health have poor academic performance [ 57 , 58 , 59 ]. It is possible that high-achieving students, such as medical or health science students, may have traits that make them more resilient which may mask any underlying mental suffering.…”

Section: Discussioncontrasting

confidence: 94%

The Impact of Sleep and Mental Health on Working Memory and Academic Performance: A Longitudinal Study

et al. 2022

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Sleep and mental health can affect cognition and academic performance. The present study aimed to investigate the relationships between sleep, mental health, working memory, and academic performance. We collected demographic data from university students during the non-academic summer period and the academic term. We also measured academic performance (GPA), sleep (PSQI), depression (PHQ-9), anxiety (GAD-7), and disordered social media use (SMDS). Working memory was assessed by the Cambridge Neuropsychological Test Automated Battery (CANTAB). We assessed 83 students (42.2% male) with a mean age of 21 years. Compared to the non-academic summer period, students had significantly worse sleep and distress scores in the academic term. Anxiety, depression, and distress scores were significantly correlated with worse sleep quality. Despite worse mental health and sleep in the academic term, working memory improved compared to the non-academic summer period and was also correlated with a higher GPA. However, a higher GPA was significantly associated with longer sleep latency, increased sleep disturbances, and increased use of sleep medication. Students experiencing poor sleep suffered from poor mental health, although they maintained high GPA and working memory scores. Cognitive resilience, including higher working memory, may mask poor sleep quality and mental health among university students.

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Section: Discussioncontrasting

confidence: 94%

The Impact of Sleep and Mental Health on Working Memory and Academic Performance: A Longitudinal Study

et al. 2022

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“…It was not possible to find in the existing literature instruments specifically used to evaluate the perception of cognitive factors in this specific age group. Although, these items are associated with the cognitive function perception in educational settings and have been used in other studies [ 48 ]. Hence, future studies could focus on the design of instruments to this end.…”

Section: Discussionmentioning

confidence: 99%

“…About the contributions to the education sciences, this study focuses on students’ self-perception a very relevant aspect associated with academic performance, considering the big number of mental health problems that Chilean students present, and which has not been studied in depth [ 48 , 49 ]. Another aspect contributing to the value of this study is the efforts in analyzing cognitive factors related to academic performance, in a group scarcely studied in Latin America, public elementary school students, with a representative sample.…”

Section: Discussionmentioning

confidence: 99%

Perception of Cognitive Functions and Academic Performance in Chilean Public Schools

Valdebenito-Villalobos

Parra-Rizo

Chávez-Castillo

et al. 2022

Behavioral Sciences

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Understanding the perception that students have about their own cognitive processes is a key aspect that allows for a deeper assimilation of the different factors that affect school performance. However, there is limited evidence explaining the link between students’ perception of their own cognitive functions and their academic performance. The objective of this study was to analyze the association between perception of cognitive functions, such as memory, processing speed, attention, execution of complex tasks and nervousness, and academic performance in Chilean schoolchildren from the province of Biobio. A cross-sectional analytic design was conducted. The sample consisted of 590 elementary school students (12 ± 1.3 years old; 48.3% female) from Chilean public schools. The academic performance was measured by means of the accumulated final grades in the language, mathematics, physical education and health subjects, and the grade point average (GPA) of each student. Moreover, a survey to measure the cognitive functions of the participants was applied. The results show that 20.3% of the students perceived themselves as very nervous and 16.8% felt distracted. Differences in marks were observed in all the measured subjects, as well as in GPAs, depending on the perception of cognitive functions. Thus, the students with low to moderate perceptions of their cognitive functions received lower marks than those who reported a high perception. These results were consistent after a multivariate analysis adjusted for a socio-educational variables model. In conclusion, one in five public school students in the Biobío Region of Chile expressed a low perception of their cognitive functions, which is consistent with their weaker school performance. Therefore, it is believed that integrating curricular activity and cognitive work could potentially boost the perception of said functions, and thus reduce the risk of poor academic performance.

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“…Roelen's research shows that ( 18 ), 15 years old and 17−18 years old are the two trough periods of teenagers' self-esteem development. According to Zapata-Lamana et al research ( 19 ), drug abuse, unmarried pregnancy, low academic achievement, campus violence, suicide, truancy, racing and other different ways in adolescent problems are all derived from their deep sense of self frustration, but they are eager to obtain a sense of achievement, so they can only meet their deep self-esteem needs in an abnormal way.…”

Section: Introductionmentioning

confidence: 99%

Effects of Multidimensional Self-Esteems on Health Promotion Behaviors in Adolescents

Liu

Yang

et al. 2022

Front. Public Health

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ObjectiveTo explore the relationships between multidimensional self-esteems and health behaviors among adolescents by demographic background factors, so as to provide an important reference for the intervention of health promotion behavior and self-esteem education in the future.MethodsTaking adolescents in Chongqing as the object, this paper investigates the students in 24 primary and secondary schools (half of health promotion schools and half of non-promotion schools) by means of Stratified random sampling, and Using SPSS 21.0 and AMOS 19.0 statistical analysis software to process the collected data.Results1) gender and age significantly affected adolescents' self-esteem and health promotion behavior, which showed that boys's perception of self-esteem was lower than that of girls, while girls were more likely to implement health promotion behavior than boys; 2) Children from two parent families or families with higher parental education are more able to implement health promotion behavior and enjoy higher self-esteem, while family economic status has no effect on adolescents' self-esteem and health promotion behavior; 3) Compared with students in ordinary schools, adolescents in health promotion schools (HPS) have higher self-esteem and can implement health promotion behavior more; 4) The higher the self-esteem of adolescents, the better their health promotion behavior; The higher the sense of interpersonal ability, the more able to implement social support behavior; The higher the sense of physical ability and physiological value, the more able to implement sports behavior; The higher the sense of academic ability, the more able to implement nutritional behavior; The higher the external recognition and physiological value, the better the performance of nutritional behavior and stress management; The higher the internal evaluation, the more able to implement health responsibility and exercise behavior.ConclusionSocio-economic background can indeed have a direct or indirect impact on adolescent health promotion behavior, and multidimensional self-esteem can explain about 70% of the variation of health promotion behavior, which seems to suggest that improving adolescent self-esteem is the focus of health promotion and health education in the future.

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Anxiety, Low Self-Esteem and a Low Happiness Index Are Associated with Poor School Performance in Chilean Adolescents: A Cross-Sectional Analysis

Cited by 16 publications

References 66 publications

The Impact of Sleep and Mental Health on Working Memory and Academic Performance: A Longitudinal Study

The Impact of Sleep and Mental Health on Working Memory and Academic Performance: A Longitudinal Study

Perception of Cognitive Functions and Academic Performance in Chilean Public Schools

Effects of Multidimensional Self-Esteems on Health Promotion Behaviors in Adolescents

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