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The purpose of this paper is to analyze the relationship between two psychological factors which are occupation stress and productivity, that influence workers immerse into textile production labor context.

This study has a quantitative methodology, is cross-sectional, nonexperimental and with an explicative scope.

The results of this research allow to identify that occupational stress levels cause a negative impact on worker’s productivity in the textile production area.

There are two limitations in this study, first is the participant’s subjectivity when filling the questionnaires because it was self-reported and the second limitation is that the sample is specifically from a city of a South American country.

The results of this investigation show as an evidence the need for psychological intervention within companies for occupational stress, because it will impact in a negative way the textile production of a company, which will guide future research making possible to develop and apply psychological treatment programs pro employee’s mental health.

A textile company with low productivity will bring strong economic losses and even bankruptcy, although, thanks to this study it was possible to identify that occupational stress will have a negative impact in productivity, drawing an important based line to future research, looking to improve worker’s performance and hence, companies’ profits contributing to social economic processes.

In general, companies of textile industry (as many others from capitalist economic system), make substantial investments in technology instruments, specialized workers, machines’ maintenance and reparation, marketing, etc. to improve their production standards, however, there is a low investment on worker’s mental health, as it has been found in this study it generates a strong negative impact on its productivity.

The purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance.

The sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments.

Difficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ²(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude.

A limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results.

Data found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions.

The originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.