Rasgo de atención plena en la formación universitaria
Trait mindfulness in university education
DOI:
https://doi.org/10.56712/latam.v6i3.4143Palabras clave:
conciencia plena, procesos atencionales, psicología positiva, neurocognición, autorregulaciónResumen
El Rasgo de Atención Plena (RAP) hace referencia a una disposición relativamente estable en las personas, que les permite mantenerse conscientes del momento presente, con una actitud de apertura, receptividad y ausencia de juicios. Se ha demostrado que niveles elevados de RAP se asocian con mayor bienestar psicológico, reducción del estrés percibido, así como con mejoras en la concentración y el rendimiento académico, aspectos especialmente relevantes en el contexto universitario. Este estudio tuvo como propósito explorar el nivel de RAP en estudiantes universitarios, e identificar si existían diferencias significativas relacionadas con el género y la edad de los participantes. Para ello, se utilizó un enfoque cuantitativo, con un diseño transversal y un alcance descriptivo-comparativo. La muestra estuvo conformada por 125 estudiantes. Los resultados revelaron que, en términos generales, los estudiantes manifestaron un nivel moderado de atención plena como rasgo. Dentro de las dimensiones evaluadas: Presencia fue la que obtuvo los puntajes más altos en comparación con Aceptación. Al observar las diferencias por género, se encontró que los estudiantes hombres presentaron mayores puntuaciones en la escala global como en la dimensión de Aceptación, mientras que las estudiantes mujeres obtuvieron mejores puntuaciones en la dimensión Presencia. Las diferencias observadas en función del género y la edad no fueron estadísticamente significativas. En conjunto, estos hallazgos ofrecen una mirada comprensiva sobre el modo en que el RAP se manifiesta en universitarios, aportando elementos valiosos para el diseño de estrategias psicoeducativas que promuevan el bienestar emocional y el desarrollo atencional en contextos académicos diversos.
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