Impact of Digital Habits on Sustained Attention in University Students: A Correlational Study

Juliana Yesenia Martell Ortiz · NeuroData (2026) · DOI: 10.63688/neurodata2026157

Resumen

Introduction: The intensive use of digital technologies has significantly transformed study habits and cognitive processes among university students, particularly sustained attention. Previous studies suggest that constant exposure to digital stimuli may lead to attentional fragmentation and reduced academic performance.Methodology: This study followed a quantitative approach with a non-experimental, correlational, and cross-sectional design. The sample consisted of 40 university students selected through non-probabilistic sampling. Likert-type instruments were used to assess digital habits and sustained attention. Data analysis included the Kolmogorov-Smirnov normality test and Spearman’s correlation coefficient.Results: The findings revealed a high frequency of digital habits among students, along with predominantly medium and low levels of sustained attention. A statistically significant moderate negative correlation was found (ρ = -0.48; p < 0.05), indicating that higher levels of digital habits are associated with lower sustained attention.Conclusions: It is concluded that digital habits significantly influence sustained attention in university students. However, their impact depends on the type of use and the level of self-regulation. It is recommended to promote educational strategies that encourage responsible technology use and strengthen attentional capacities.

Instituciones: Universidad César Vallejo