Yin, Z., Xuan, B., Zhang, X., & Di, Y. (2025). The transactional relationship between perceived stress and executive function among Chinese adolescents. Current Psychology, 1-12.

 What They Did

The researchers collected survey data from 320 Chinese high school students aged 15 to 18 years in June, September, and December of 2023. The surveys consisted of 14 questions on perceived stress and 21 on executive function: 6 questions on inhibitory control (i.e. resisting temptations and distractions), 8 on cognitive flexibility (i.e. adapting mentally to changes in tasks or circumstances), and 7 on working memory.

They found that perceived stress scores at the three timepoints were significantly correlated, as were executive function scores. Furthermore, stress and executive function were negatively correlated at each timepoint, perceived stress at one timepoint negatively predicted executive function at the next, and vice versa. For example, higher perceived stress in June predicted lower executive function in September, and lower executive function in September predicted higher perceived stress in December.

The same type of relationship held between perceived stress and cognitive flexibility and between perceived stress and inhibitory control, though with lower significance and smaller effect sizes for the stress/inhibitory control relationship. The relationship between perceived stress and working memory was similar, but working memory in September was not significantly related to stress in December, although working memory in June was negatively correlated with perceived stress in September. The authors suggest that the relationship between perceived stress and executive function can result in a vicious cycle in which students who are stressed have lower executive function and struggle more with their schoolwork, which can then result in more stress, leading to even more executive function difficulty.

Further Exploration

It makes intuitive sense that each of the components of executive function might affect and be affected by stress. Self-control is definitely harder when stressed: people recovering from addiction are encouraged to make sure they don’t get too hungry, angry, lonely, or tired (see https://health.clevelandclinic.org/halt-hungry-angry-lonely-tired) because those stressors make it harder to resist the urge to use.

From my experience, feeling stressed can also cause a sort of tunnel vision, making it more difficult to switch tasks or adapt to change. And of course, forgetting things while stressed is common, though this might be more of a general effect than an effect on working memory specifically. I can also see how difficulties with executive function might result in more stress, either because of mistakes resulting from poor executive function or because of overwhelm when faced with tasks one doesn’t have the capacities to handle.

The researchers also noted that Eastern educational systems are typically more competitive and higher pressure than many Western programs. They suggest that students would benefit from more engaging and exploratory schoolwork rather than rote memorization and high-stakes testing. The United States also has a lot of controversy around high-stakes testing (see https://www.idra.org/resource-center/the-dangerous-consequences-of-high-stakes-testing/) and academic rigor (see https://www.edweek.org/teaching-learning/opinion-academic-rigor-is-in-decline-a-college-professor-reflects-on-ap-scores/2024/10). There are many concerns around equity, practical sustainability, importance of education compared to other activities, and long-term mastery compared to short-term memorization. Figuring out how to provide the best education that’s available to everyone and balances learning with other needs is a huge project, but that’s a rabbit hole for another day!

 

Image credit: Kychn

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