Few studies have investigated the relationship between comorbid depression and anxiety and cognitive and academic functioning. To understand this relationship, this study used a retrospective chart review from an inpatient facility for 42 adolescents diagnosed with a comorbid anxiety and depressive disorder. Multiple regression was used to determine whether anxiety and depression predicted academic achievement, as well as whether intelligence predicted current levels of anxiety and depression. Results indicated that higher severity of depression was associated with lower reading (β = -0.39) and writing (β = -0.40) achievement, while higher severity of anxiety was associated with higher scores on reading (β = 0.41) and writing (β = 0.36). Full-scale IQ was not significantly predictive of anxiety severity (β = 0.08) or depression severity (β = -0.24). Results are discussed in terms of identifying risk factors and improving outcomes for adolescents with severe comorbid anxiety and depression psychopathology.

中文翻译：

---

患有焦虑和抑郁症的住院青少年的智力和学业成就。

很少有研究调查共病抑郁和焦虑与认知和学业功能之间的关系。为了理解这种关系，本研究使用了来自一家住院设施的 42 名被诊断患有焦虑症和抑郁症共病的青少年的回顾性图表审查。多元回归被用来确定焦虑和抑郁是否能预测学业成绩，以及智力是否能预测当前的焦虑和抑郁水平。结果表明，抑郁程度越高，阅读 (β = -0.39) 和写作 (β = -0.40) 成绩越低，而焦虑程度越高，阅读 (β = 0.41) 和写作 (β = 0.36）。全面智商不能显着预测焦虑的严重程度（β = 0.08）或抑郁的严重程度（β = -0。24)。结果在确定风险因素和改善患有严重共病焦虑和抑郁心理病理学的青少年的结果方面进行了讨论。