RESUMO
Introduction: Some of the difficulties that university students face in their academic performance are usually situated in their cognitive skills. The intermediate attention difficulties are one of the most frequent problems observed in university students with anaverage academic result. Such difficulties affect mainly their capacity to focus and maintain attention efficiently without being distracted. This leads to a reduction of their academic performance and consequently their general life well-being. Objectives: During this research, we attempt to identify the changes in the intermediate attentional processes and the WAIS (Wechsler Adult Intelligence Scale) attention parametersusing the self-control mindfulness method. Method: A pre-experimental design was used without a control group and pre and post observation in 21 university students (16 women and 5 men) whose average age was 20.4 years. The instruments used were the Wechsler Adults Intelligence Scale (attention subtests), and an self-perception scale based on the four Mirsky ìs (1986) attention processes.Results: After comparing the students scores before and after receiving training in the mindfulness method, through the t-student the results suggested that the mindfulness method showed statistical significant changes, between the before and after stages of the process. Changes were also evident in the WAIS quantitative scale as much as in the subjective scale, which supports the method training. Conclusions: The mindfulness method shows very meaningful changes in the autoperception of the students intermediate attentional processes and the WAIS attention parameters.