Ansiedad y desempeño académico en adolescentes.

Abstract

Introduction. Adolescence is considered a critical developmental stage that spans from 10 to 19 years of age, and involves social, cognitive, emotional, and physical changes that may contribute to the development of anxiety, a condition that was found to be associated with academic performance. The general objective was to analyze the influence of anxiety on academic performance among adolescents. The methodology used consisted of a qualitative documentary literature review with a descriptive scope. Results. The studies showed that mild and moderate anxiety did not affect adolescents’ academic performance, whereas high levels of anxiety interfered noticeably. Factors influencing the onset of anxiety were identified including psychological factors, such as personality traits with a predominance of neuroticism, poor emotional self-management, and low self-esteem; social factors such as cyberbullying, bullying, excessive use of technology or social media, academic pressure, limited support networks, and educational transitions; and biological factors such as high likelihood of anxiety heritability and sex-related vulnerability. It was found that females were more likely to develop and experience worsening anxious symptoms, which increased with age. Conclusion. It was concluded that high levels of anxiety, whether as a trait or a state in adolescents, negatively influenced adolescents’ academic performance, perceptions of achievement, and self-confidence. In contrast, protective factors as an adequate support network among peers, family members, and teachers; creative flexibility; an appropriate school environment, resilience, self-regulation; and a positive parenting style mitigated these effects and promoted psychological balance.