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Results
The results showed that 33% of the population has mild, moderate, or Poor concentration and lack of motivation were identified as the causes
severe stress, 66% has mild, moderate, severe, or extremely severe of drops in school performance, which are produced by levels of anxiety
anxiety, and 55% of the participants have mild, moderate, or severe and depression. Therefore, it would be important to design strategies to
depression. mitigate the effects of these two disorders and of school stress, which,
It was determined that there is a relationship between depression and although it does not have a major impact on performance, can lead to an

school performance in which if the former increases, the latter suffers a increase in the levels of the other two variables and, as a consequence, to
decrease. The correlation between anxiety and performance was also a decrease in school performance.
negative-o.47, although not as strong as that of depression at -0.67. In
contrast, the crossover of the stress variable and academic performance Conclusions
yielded a value of 0.17, which is positive, but of weak dependence. It was determined that the relationship between the mental health of the
It was found that the participants who presented a higher level of anxiety students and their academic performance has a greater value of inference
were those whose average was below the mean of the entire sample, a in the depression variable, since this variable shows an inversely

behavior that can be seen in Figure 1. This can also be observed in the proportional behavior, since the individual and general average
relationship between the level of depression and academic performance decreases as it increases. Likewise, the aspect with the lowest correlation
in Figure 2. is the stress variable, which is also the only positive variable.
As the main cause of low performance is the lack of concentration that is

produced by maintaining poor mental health, in second place is the lack
of motivation that is also generated by the diagnosed mental state. In
turn, it can be concluded that having good mental health leads to having
a better disposition to attend classes, having greater mental clarity, and
having a motivation and drive to improve in classes.
Anxiety also shows an inversely proportional behavior when related to
academic performance, but it is not as strong as that of the depression
In turn, among the main effects caused by a bad emotional state that variable, but it is significant. What makes a large portion of the
affects academic performance are lack of concentration, lack of interest participants with low performance are those with a higher anxiety range.
and lack of motivation.

Acknowledgement
First of all, I would like to thank teacher Deissy Lasso for the help and
guidance she gave me to finish the research, as well as the Dulce
Corazón de María school for allowing me to use their facilities, and
finally, thank my mother, father, and siblings for the support they gave
me throughout the project.

Discussion
It is highlighted that what affected performance the least is the least usual
in the sample and the other variables that have a negative and significant
effect on academic performance are the most frequent and severe in the

sample. Therefore, it seems advisable to establish a control of students
who show low performance, to identify deficiencies in their mental
health and offer them protection because the number of students
suffering from symptoms in the sample is alarming since 88.8% of the
students showed signs of any of the three variables and only 11% showed
no trace of anxiety, stress, and depression, that is, only one participant.