Stress and Anxiety: contemporary biopsychosocial perspectives

Autores

  • Maria Zografou Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos" / National and Kapodistrian University of Athens
  • Αlexandros-Stamatios Antoniou National and Kapodistrian University of Athens
  • Anestis Fotoglou Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos" / National and Kapodistrian University of Athens
  • Panagiotis Pipelias National and Kapodistrian University of Athens, Greece
  • Georgios Polydoros University of Crete, Heraklion, Greece
  • Athanasios Drigas N.C.S.R. Demokritos

DOI:

https://doi.org/10.36560/19420262243

Palavras-chave:

stress, anxiety, stressors, disorders, learning disabilities, ADHD, ASD, ICTs

Resumo

Stress and anxiety are key public health issues arising from the interaction of biological, psychological, and social factors. While stress is a normal adaptive response, chronic exposure can disrupt homeostasis and contribute to both physical and mental health disorders. The stress response involves complex regulation of the central nervous system, endocrine pathways, and immune function, and prolonged activation—particularly of the HPA axis—may lead to systemic inflammation, cognitive impairment, and increased disease vulnerability. Psychological factors such as maladaptive cognition, perceived lack of control, and emotional dysregulation further sustain anxiety states. Additionally, social determinants including socioeconomic status, occupational pressure, trauma, and environmental stressors significantly influence individual susceptibility. Overall, contemporary research highlights stress and anxiety as multidimensional phenomena requiring an integrated biopsychosocial approach to understanding their mechanisms and health impacts.

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Publicado

2026-06-17

Como Citar

Zografou , M., Antoniou Α.-S., Fotoglou, A., Pipelias , P., Polydoros, G., & Drigas, A. (2026). Stress and Anxiety: contemporary biopsychosocial perspectives. Scientific Electronic Archives, 19(4), 1–20. https://doi.org/10.36560/19420262243

Edição

Seção

Educação e Ensino
Received 2026-05-25
Accepted 2026-06-03
Published 2026-06-17

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