Acceso usuarios
Katherine Prado Guzmán, María Rocío Acosta Barreto, Mónica Mojica Perilla
Las funciones ejecutivas tienen una influencia sobre el funcionamiento cotidiano y el bienestar psicológico que posibilitan el cumplimiento de objetivos. Estas juegan un papel fundamental en la vida universitaria –etapa que implica un proceso de adaptación al nuevo escenario académico y sus demandas–, por lo que los universitarios son una población vulnerable a problemáticas en salud mental. El objetivo de este estudio fue identificar la relación entre las funciones ejecutivas, la ansiedad y el estrés académico en estudiantes de dos universidades privadas de Bogotá y Bucaramanga. Es una investigación no experimental correlacional transversal en la que participaron 250 estudiantes (55.6 % del género femenino) con una edad media de 20.23 años. Se emplearon los siguientes instrumentos para la toma de datos: Inventario Sisco del Estrés Académico, Escala de Ansiedad de Zung, Test de colores y palabras de Stroop, Test de Clasificación de Tarjetas de Wisconsin, test de Iowa glambing y cubos de Corsi inverso. Se realizaron análisis descriptivos, correlaciones y modelos de regresión lineal y múltiple. Los resultados indican altos niveles de estrés (66.4 %) y niveles de ansiedad bajos (44.4 %), así como un bajo desempeño en memoria de trabajo y toma de decisiones. Se encontró asociación estadísticamente significativa entre las variables de ansiedad y estrés académico (r = .736; p < .001).
También, correlaciones negativas débiles entre el total de ganancias en el test de Iowa y ansiedad (r = -.128*; p < .05) y estrés académico (r = -.126*; p < .0.05). Se analiza y se destaca la importancia de desarrollar estrategias que permiten intervenir sobre el estrés y ansiedad en esta población.
funciones ejecutivas, ansiedad, estrés, universitarios, neuropsicología
Executive functions refer to a set of higher cognitive abilities that allow us to plan, organize, regulate the behaviors, make decisions, solve problems, maintain attention, and control the emotions. Therefore, these influence daily functioning, and psychological well-being and make it possible to achieve objectives. Executive functions play a fundamental role in university life since this stage implies a process of adaptation to the new academic scenario and its demands. Therefore, university students are a population vulnerable to mental health problems. College students face multiple challenges that can lead to elevated levels of stress and anxiety, which can harm both their academic performance and their general well-being. The objective of this study was to analyze the relationship between executive functions, anxiety and academic stress in students from two private universities in Bogotá and Bucaramanga. It is a cross-sectional correlational non-experimental investigation in which 250 active students from the cities of Bucaramanga and Bogotá (125 respectively) participated, of this 55.6 % belong to the female gender, the sample was in an age range of 18-19 years (mean age of 20.23 years). 66 % were enrolled in the first five semesters and 34 % in the training levels from the sixth to tenth semester. The application of the instruments was carried out in a single moment individually and with the accompaniment of a researcher. The following instruments were used for data collection: Sisco Inventory of Academic Stress, Zung Anxiety Scale, Stroop color and word test, Wisconsin Card Classification Test, Iowa glambing test and Inverse Corsi Cubes. Descriptive analyses, correlations, and linear and multiple regression models were performed. The results indicate high levels of stress in 66.4 % of the participants and the presence of anxiety, in low levels in 44.4 %. Regarding executive functions, low performance in working memory (49.2 %) and a flat learning curve in the decision-making task were identified, which suggests low performance. In inhibitory control and cognitive flexibility, average performance was evidenced in most of the participants. Additionally, a statistically significant association was found between the variables of anxiety and academic stress (r = .736; p < .001). In addition, weak negative correlations were found between the total gains on the Iowa test and the Zung anxiety scale (r = -.128*; p < .05) and the Sisco Inventory of Academic Stress (r = -.126 *; p < .05).
However, no relationship was found between the executive functions of working memory, inhibitory control, and cognitive flexibility with academic stress and anxiety. The linear and multiple regression models did not show significant results. The importance of developing effective stress and anxiety management strategies and tools to promote a healthy learning environment is discussed and highlighted. Consequently, the implementation of stress and anxiety management strategies becomes a priority needed to support the academic success and personal development of university students. Similarly, the results show the need to strengthen executive functions in this stage of training, where students must face multiple academic tasks, use effective study strategies, have adequate time management, seek social support and the adoption of healthy habits to optimize academic performance and maintain their psychological well-being.
