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Cambios en los puntajes de las pruebas de validez después de la COVID: ¿Reflejo de angustia general o algo más?
Allyson G Harrison1, Nathaniel Davin1, Emma Jamieson1
1Regional Assessment and Resource Centre, Queen's University, Kingston, Canada.
The Clinical neuropsychologist
|February 21, 2026
Resumen
Después de COVID, los estudiantes mostraron más angustia psicológica y informes de síntomas de TDAH no creíbles, a pesar de la validez estable del rendimiento. Esto pone de relieve la necesidad de pruebas de validez de síntomas y rendimiento en las evaluaciones.
Área de la Ciencia:
- Psicología Psicología Psicología.
- La neurociencia es la neurociencia.
- Evaluación clínica de la evaluación clínica.
Sus antecedentes:
- La pandemia de COVID-19 afectó significativamente la salud mental y las experiencias académicas de los estudiantes.
- Comprender los cambios en la validez de la evaluación durante y después de la pandemia es crucial para un diagnóstico preciso.
Objetivo del estudio:
- Investigar los cambios en las tasas de fracaso de los síntomas y las pruebas de validez del rendimiento (SVT, PVT) entre los estudiantes durante y después de la pandemia de COVID-19.
- Determinar si estos cambios se correlacionan con el aumento de la angustia psicológica general (APG).
Principales métodos:
- Se analizaron datos de archivo de 1076 estudiantes evaluados por trastornos relacionados con la atención (2018-2024).
- Los participantes completaron SVTs, PVTs, medidas de autoinforme de TDAH y evaluaciones de GPD.
- Los estudiantes fueron categorizados en grupos pre-COVID, durante COVID y post-COVID.
Principales resultados:
- La validez del rendimiento se mantuvo en gran medida estable, a excepción de una medida relacionada con la dislexia.
- Los estudiantes durante y después de COVID informaron una mayor gestión de impresiones negativas, una menor gestión de impresiones positivas y una mayor GPD.
- La GPD grave aumentó del 23% al 38%; las fallas SVT específicas del TDAH aumentaron después de COVID.
Conclusiones:
- Post-COVID, los estudiantes exhiben mayor angustia psicológica y auto-informes no creíbles, especialmente para los síntomas de TDAH.
- Estas tendencias sugieren cambios paralelos en lugar de causalidad directa.
- La integración de los síntomas y las pruebas de validez del rendimiento es esencial para interpretar los síntomas autoinformados en entornos clínicos y psicoeducativos.
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