A correlation study to assess the cognitive function and academic stress among adolescent girls in selected community area

Abstract

Background: Stress has many effects on cognition that depend on its intensity, duration, origin, and magnitude (Sandi, 2013). Activation of stress results in the production and release of glucocorticosteroids. Because of the lipophilic properties of glucocorticosteroids, they can diffuse through the blood-brain barrier and exert long-term effects on processing and cognition (Sandi, 2013). Objective: To correlate between cognitive function and academic stress. Design: Correlational survey was adopted for the study. Settings: Neikarapatti village, Salem. Participants: 30 adolescent girls fulfilling the inclusion criteria were selected by simple random sampling. Method: All participants were given a questionnaire which includes baseline proforma, memory assessment questionnaire, student stress scale each participants was given 30mts to complete the study. Results: The findings reveals that there is significant correlation between academic stress and cognitive function at level of p≤ 0.05. There was no association found between cognitive function and level of stress with their demographic variables. Conclusion: There was significant correlation between cognitive function and academic stress, as stress of students decreases there is increase in cognitive function.