Mental health problems are posing a difficulty in school development due to their influence on Executive Functions (EF). The aim was to analyse, in the educational context, the effect that anxiety and depression can have on EF. The sample consisted of 689 young people aged between ten and fourteen years (M= 11.89; SD= 1.38). Three self-report instruments were used for a Latent Class Analysis (LCA), the results of which showed the three-class model to be the best. In conclusion, educational interventions that include the mitigation of manifestations of anxiety and/or depression would prevent problems in EF.
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Jonatan Frutos de Miguel (2024) studied this question.
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