Examining Cognitive Functioning and Academic Stress in High School Students Implications for Education and Well-Being

Abstract

Abstract: Investigates the relationship between working memory, attention performance, academic stress, and mental health among high school students. Working memory and attention performance are fundamental cognitive abilities crucial for academic success. Through surveys and cognitive assessments, a sample of high school students underwent evaluation to gauge their working memory, attention performance, academic stress levels, and mental health status. The results suggest a significant association between working memory, attention performance, and academic stress levels. Students with lower working memory and attention performance tend to experience elevated levels of academic stress. Moreover, the study identifies a correlation between academic stress and mental health issues like anxiety and depression in high school students. This research underscores the importance of addressing cognitive functioning in educational interventions aimed at mitigating academic stress and promoting mental well-being among high school students. By enhancing working memory and attention performance through targeted interventions, educators and mental health professionals can potentially alleviate the adverse effects of academic stress on students' mental health, thereby cultivating a healthier learning environment conducive to academic success and overall wellbeing