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<dc:title>The Impact of Technology on Anxiety Management in University Students</dc:title>
<dc:creator>Puente Torre, Paula</dc:creator>
<dc:creator>Delgado Benito, Vanesa</dc:creator>
<dc:creator>Rodríguez Cano, Sonia</dc:creator>
<dc:creator>García Delgado, Miguel Ángel</dc:creator>
<dc:subject>Anxiety</dc:subject>
<dc:subject>College students</dc:subject>
<dc:subject>State anxiety</dc:subject>
<dc:subject>Trait anxiety</dc:subject>
<dc:description>Anxiety is one of the main disorders affecting university students, partly due to&#xd;
the current predominant pace of life and the competitive environment of the university.&#xd;
In this sense, the use of technology to reduce anxiety is one of the main tools available to&#xd;
university students. In order to analyze the current situation of the university population&#xd;
with respect to anxiety levels, both state anxiety and risk anxiety, the State-Trait Anxiety&#xd;
Inventory Questionnaire (STAI) was used and applied to a sample of four hundred and fifty&#xd;
students at the University of Burgos, ensuring the representativeness of this population by&#xd;
means of non-probabilistic sampling. Descriptive research has been carried out to determine&#xd;
the levels of anxiety of students at the University of Burgos. Likewise, the benefits of&#xd;
different studies on the application of technology to reduce anxiety are presented, as well&#xd;
as the applications most used by university students. In general terms, we can consider that&#xd;
the implementation of mindfulness techniques through emerging technologies promotes a&#xd;
reduction in anxiety levels among the university population. However, it is necessary to&#xd;
clarify that the data presented only indicate a correlation, not a relationship of cause and&#xd;
effect. Finally, various proposals for improvement and expansion of the research carried&#xd;
out are offered</dc:description>
<dc:date>2026-06-02T11:04:32Z</dc:date>
<dc:date>2026-06-02T11:04:32Z</dc:date>
<dc:date>2025-03</dc:date>
<dc:type>info:eu-repo/semantics/article</dc:type>
<dc:identifier>https://hdl.handle.net/10259/11785</dc:identifier>
<dc:identifier>10.3390/bs15030310</dc:identifier>
<dc:identifier>2076-328X</dc:identifier>
<dc:language>eng</dc:language>
<dc:relation>Behavioral Sciences. 2025, V. 15, n. 3, art. 310</dc:relation>
<dc:relation>https://doi.org/10.3390/bs15030310</dc:relation>
<dc:rights>http://creativecommons.org/licenses/by/4.0/</dc:rights>
<dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
<dc:rights>Atribución 4.0 Internacional</dc:rights>
<dc:publisher>MDPI</dc:publisher>
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