Academic stress, brain function, and learning processes in upper secondary education: a systematic review
DOI:
https://doi.org/10.5281/zenodo.21196214Keywords:
Stress, Learning, Neuroscience, Adolescents, Academic achievementAbstract
Academic stress is one of the primary factors affecting adolescents' psychological well-being and academic performance, particularly during upper secondary education, where increasing academic demands coincide with a critical period of brain maturation. The aim of this study was to analyze the scientific evidence on the relationship between academic stress, brain functioning, and learning processes. A systematic literature review was conducted following the PRISMA 2020 guidelines. The search was carried out in Scopus, Web of Science, and PubMed, resulting in the selection of twelve empirical studies published between 2020 and 2026. The evidence consistently demonstrates that higher levels of academic stress are associated with poorer academic performance, impaired executive functions, reduced working memory, and diminished emotional well-being. Academic self-efficacy, resilience, social support, and interventions such as physical activity and yoga emerged as protective factors. These findings highlight the need to incorporate preventive emotional regulation strategies into educational settings and to promote neuroscience-informed interventions that simultaneously enhance students' well-being and learning outcomes.
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