<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0124-0137</journal-id>
<journal-title><![CDATA[Psicogente]]></journal-title>
<abbrev-journal-title><![CDATA[Psicogente]]></abbrev-journal-title>
<issn>0124-0137</issn>
<publisher>
<publisher-name><![CDATA[Universidad Simón Bolívar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-01372021000200082</article-id>
<article-id pub-id-type="doi">10.17081/psico.24.46.4338</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ansiedad ante exámenes en universitarios: papel de engagement, inteligencia emocional y factores asociados con pruebas académicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Test Anxiety university students: role of engagement, emotional intelligence and factors associated to academic test solving]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ávila-Toscano]]></surname>
<given-names><![CDATA[José Hernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas-Delgado]]></surname>
<given-names><![CDATA[Leonardo José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rambal-Rivaldo]]></surname>
<given-names><![CDATA[Laura Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oquendo-González]]></surname>
<given-names><![CDATA[Kelly Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Atlántico  ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Atlántico  ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Corporación Universitaria Reformada  ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Colegio Americano  ]]></institution>
<addr-line><![CDATA[Barranquilla ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>46</numero>
<fpage>82</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-01372021000200082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-01372021000200082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-01372021000200082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: La ansiedad ante los exámenes (AE) es común entre universitarios e implica manifestaciones cognitivas, motoras y fisiológicas de tensión y preocupación permanente ante la evaluación que puede afectar su desempeño académico.  Objetivo:  Evaluar si el engagement, la inteligencia emocional y los factores asociados con la realización de pruebas académicas predicen las manifestaciones de AE en una muestra de 400 estudiantes universitarios.  Método:  Mediante un diseño predictivo transversal se evaluó el engagement (Vigor, Dedicación, Absorción), la inteligencia emocional (Atención, Claridad, Reparación) y diversos factores relacionados con pruebas académicas, analizando su relación con las manifestaciones de AE, y se construyeron modelos de regresión categórica para definir el nivel predictivo de las variables.  Resultados:  Se descartó la relación entre engagement y AE (p&gt;0,05) mientras que Claridad y Reparación se asociaron inversamente con las manifestaciones de AE, excepto las fisiológicas. Diferentes factores asociados con la realización de exámenes como control docente, temor a la evaluación y tipo de preguntas predicen las respuestas de ansiedad fisiológica (R2=0,10, p&lt;0,01), motora (R2=0,09, p&lt;0,01) y cognitiva (R2=0,12, p&lt;0,01). La Claridad predice negativamente la ansiedad motora (&#946;=-0,131, p&lt;0,01).  Conclusiones:  Engagement académico y AE se registran como variables independientes una de la otra, entre tanto, la Claridad emocional regula débilmente la ansiedad motora. Factores cognitivos y situacionales al momento de realizar exámenes son relevantes en el desencadenamiento de la respuesta ansiosa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Test Anxiety (TA) is common among university students and involves cognitive, motor, and physiological manifestations of tension and permanent concern about exams that may affect their academic performance.  Objective:  Assess whether engagement, emotional intelligence and factors associated with academic test solving predict the manifestations of TA in a sample of 400 university students.  Method:  Using a cross-sectional predictive design, engagement (Vigor, Dedication, Absorption), emotional intelligence (Attention, Clarity, Repair) and several factors related to academic test solving were evaluated, analyzing their relationship with the manifestations of TA, and categorical regression models were constructed to define the predictive level of the variables.  Results:  The relationship between engagement and TA was discarded (p&gt;0,05) while Clarity and Repair were inversely associated with TA manifestations, except the physiological ones. Different factors associated with exams such as professor control, fear of exams and the question type predict physiological (R2=0,10, p&lt;0,01), motor (R2=0,09, p&lt;0,01) and cognitive (R2=0,12, p&lt;0,01) anxiety responses. Clarity predicts motor anxiety (&#946;=-0,131, p&lt;0,01) negatively.  Conclusions:  Academic engagement and TA are registered as independent variables of each other; meanwhile, emotional Clarity regulates motor anxiety weakly. Cognitive and situational factors at the time of exams are relevant in the triggering of the anxious response.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ansiedad ante los exámenes]]></kwd>
<kwd lng="es"><![CDATA[engagement académico]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[test anxiety]]></kwd>
<kwd lng="en"><![CDATA[academic engagement]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
</kwd-group>
</article-meta>
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