Relationship Between Selective Attention and Study Habits in High School Students at José Ignacio Ordoñez Educational Unit

Abstract

Introduction: selective attention is a fundamental cognitive process that enables individuals to filter and prioritize relevant information while avoiding distractions. Its role in education is crucial, as it influences concentration and academic performance. Similarly, study habits are systematic strategies that optimize learning. However, gaps remain in the literature regarding the relationship between selective attention and the development of study habits in high school students. Method: a quantitative, cross-sectional, and correlational study was conducted with a sample of 142 high school students from the José Ignacio Ordoñez Educational Unit in San Pedro de Pelileo, Ecuador. Two instruments were applied: the D2 Attention Test, to measure attentional efficiency and concentration, and the Gilbert Wrenn Study Habits Inventory, to assess learning strategies. Data were statistically analyzed using SPSS, applying Pearson’s correlation. Results: the findings indicated that students with higher attentional capacity demonstrated better study habits, including more efficient time management and greater concentration. However, the correlation between selective attention and study habits was significant but of low magnitude (r=0,204, p=0,015), suggesting that while a relationship exists, its impact on academic performance is not decisive. Conclusions: selective attention was found to influence the development of study habits, but other factors, such as self-regulation and the socio-educational context, may play a more significant role. It is recommended that future longitudinal and neuropsychological studies explore the relationship between attention, cognitive load, and neural plasticity to better understand the mechanisms that optimize learning in high school students.