Rendimiento ejecutivo en estudiantes de la Facultad de Psicología de la Universidad de Cuenca en el periodo 2024-2025

Abstract

Executive functions (EF) comprise a set of advanced cognitive abilities, including planning, decision-making, cognitive flexibility, self-control, selective attention, and problem-solving. These abilities influence academic performance and adaptation to the university environment. Although these skills have been widely studied in other contexts, there is a lack of specific research on their development in university students. The general objective of this study was to compare the executive performance of first- and ninth-semester students in the Psychology program. The methodological approach adopted was quantitative, with a non-experimental, cross-sectional, and descriptive design. A sample of 52 students was selected, including 28 first-semester and 24 ninth-semester students, with a similar number of males and females. To assess executive functions, the Tower of Hanoi test was used, which measures planning, working memory, and cognitive flexibility. Additionally, sociodemographic data, as well as the time and movements employed, were recorded. The results suggested that neither the academic semester nor the participants' sex significantly influenced executive performance.