Ansiedad y rendimiento atencional en estudiantes universitarios entre 18 a 26 años de la ciudad de Cúcuta
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Fecha
2025
Autores
Bohórquez Ortega, Jenny Paola
Guerrero Agudelo, Yineth Paola
Hernandez Becerra, Nancy Nicol
Rivera Toro, Gisell Fernanda
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente estudio tiene como objetivo analizar la asociación entre la ansiedad y el rendimiento atencional en estudiantes universitarios de 18 a 26 años en Cúcuta, se emplea un enfoque cuantitativo, dentro del paradigma positivista, con un diseño no experimental y transversal, que permitió medir objetivamente variables sin manipularlas y en un solo momento temporal y la muestra estuvo compuesta por 301 estudiantes de universidades públicas y privadas, con distribución equilibrada por sexo y edad promedio de 20,2 años. En primer lugar, para evaluar el rendimiento atencional se aplicaron las pruebas TMTA, TMTB, D2 y Stroop, y la ansiedad se midió con el Inventario de Ansiedad de Beck (BAI), seguidamente, el análisis estadístico se realizó con SPSS, buscando correlaciones entre ansiedad y atención. De la misma forma, los resultados indicaron correlaciones negativas y significativas entre ansiedad y edad (r = -0.158; p < .01), tiempo y errores en la prueba TMT-B (r = -0.209 y -0.146 respectivamente), evidenciando que niveles elevados de ansiedad se asocian con un menor rendimiento atencional en tareas específicas y no se encontraron asociaciones significativas con Stroop ni inhibición. Para finalizar, la media de ansiedad fue 27,96 y el tiempo medio en TMT-B de 85,37 segundos, estos hallazgos confirman que la ansiedad impacta en la atención sostenida y ejecutiva, aportando información clave para futuras intervenciones en el ámbito académico
The present study aims to analyze the association between anxiety and attentional performance in university students aged 18 to 26 in Cúcuta. A quantitative approach is used, within the positivist paradigm, with a non-experimental and cross-sectional design, which allowed variables to be measured objectively without manipulating them and at a single point in time. The sample consisted of 301 students from public and private universities, with a balanced distribution by sex and an average age of 20.2 years. First, to assess attentional performance, the TMTA, TMTB, D2, and Stroop tests were administered, and anxiety was measured using the Beck Anxiety Inventory (BAI). Next, statistical analysis was performed using SPSS, seeking correlations between anxiety and attention. Similarly, the results indicated negative and significant correlations between anxiety and age (r = -0.158; p < .01), time, and errors in the TMT-B test (r = -0.209 and -0.146, respectively), showing that high levels of anxiety are associated with lower attentional performance in specific tasks. No significant associations were found with Stroop or inhibition. Finally, the mean anxiety score was 27.96 and the mean time on the TMT-B was 85.37 seconds. These findings confirm that anxiety impacts sustained and executive attention, providing key information for future interventions in the academic setting.
The present study aims to analyze the association between anxiety and attentional performance in university students aged 18 to 26 in Cúcuta. A quantitative approach is used, within the positivist paradigm, with a non-experimental and cross-sectional design, which allowed variables to be measured objectively without manipulating them and at a single point in time. The sample consisted of 301 students from public and private universities, with a balanced distribution by sex and an average age of 20.2 years. First, to assess attentional performance, the TMTA, TMTB, D2, and Stroop tests were administered, and anxiety was measured using the Beck Anxiety Inventory (BAI). Next, statistical analysis was performed using SPSS, seeking correlations between anxiety and attention. Similarly, the results indicated negative and significant correlations between anxiety and age (r = -0.158; p < .01), time, and errors in the TMT-B test (r = -0.209 and -0.146, respectively), showing that high levels of anxiety are associated with lower attentional performance in specific tasks. No significant associations were found with Stroop or inhibition. Finally, the mean anxiety score was 27.96 and the mean time on the TMT-B was 85.37 seconds. These findings confirm that anxiety impacts sustained and executive attention, providing key information for future interventions in the academic setting.
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Palabras clave
Ansiedad, Rendimiento atencional, Estudiantes universitarios
