Atención sostenida y hábitos de estudio

Abstract

The present study aims to determine the relationship between sustained attention and study habits in first-semester students of the Psychopedagogy program at the Technical University of Ambato. The methodology is quantitative, with a non-experimental design, descriptive and correlational levels, and a qualitative approach. The sample is 40 students. The instruments applied are the Gilbert Wrenn Study Habits Inventory and the D2 Attention Test. The results obtained from the D2 Attention Test indicators evidence a heterogeneous attentional profile among the students evaluated. The variation index showed that 92.5% of the participants were located in high and medium-high performance levels, and 35% of the students presented a low level of concentration. Regarding study habits, it was observed that inadequate habits predominated in the areas assessed. The most critical were concentration habits, with 83% of students having inadequate habits; reading and note-taking habits, with 80%, and general work habits and attitudes, with 78%. Similarly, Kendall's Tau-b coefficient showed a moderate correlation between concentration and response time. Likewise, the relationship between concentration habits, time management, and social interactions suggests that students apply focusing strategies to avoid distractions. No relationship was found between note-taking and sustained attention, which are more specific skills. It is concluded that sustained attention partially influences study habits, so it is recommended to implement interventions that strengthen both variables from the initial levels of higher education.