The present paper had the purpose of exploring test anxiety reactions in students of the CEPRE-UNMSM 2012 - I Cycle. The instrument used to gather the data was the Test Anxie- ty Inventory (Bauermeister, Collazo & Spielberger, 1982) that evaluates emotionality and preoccupation factors. The population was constituted by 800 students using an intentional non-probability sampling. The results indicate that 27% of the students present a high level of test anxiety, whereas 33.38% of the students have a low level test anxiety and 39.63%, a moderate level. In addition to that, regarding the gender, female students had a higher level of anxiety (17,13%) over male students (9,88%). Moreover, there was higher anxiety level in candidates of the following careers: Medicine, Law and Management.

The present paper had the purpose of exploring test anxiety reactions in students of the CEPRE-UNMSM 2012 - I Cycle. The instrument used to gather the data was the Test Anxie- ty Inventory (Bauermeister, Collazo & Spielberger, 1982) that evaluates emotionality and preoccupation factors. The population was constituted by 800 students using an intentional non-probability sampling. The results indicate that 27% of the students present a high level of test anxiety, whereas 33.38% of the students have a low level test anxiety and 39.63%, a moderate level. In addition to that, regarding the gender, female students had a higher level of anxiety (17,13%) over male students (9,88%). Moreover, there was higher anxiety level in candidates of the following careers: Medicine, Law and Management.

Estudia la relación entre el rendimiento académico y las estrategias de aprendizaje en estudiantes de un centro preuniversitario de Lima metropolitana, bajo el uso de un diseño correlacional. 3555 estudiantes preuniversitarios de ambos sexos del ciclo verano de un centro preuniversitario de una universidad nacional de Lima conformaron la muestra. Los instrumentos utilizados fueron: Escala ACRA de Estrategias de Aprendizajes de Román y Gallego (1991) en la versión abreviada de Jesús De la Fuente y Justicia (2003) y las evaluaciones de los exámenes de los alumnos del centro preuniversitario consolidadas en base de datos Excel, con promedio final por materia y final de cada alumno. Se obtuvo como resultado general que no existe correlación significativa entre el rendimiento académico y las estrategias de aprendizaje. Según sexo, en la variable estrategias de aprendizaje se encontr...