Resumen Introduccion: Las dificultades en el rendimiento academico de los estudiantes universitarios generalmente se ubican en sus habilidades cognitivas, en sus habitos de estudio o en las relaciones con su pares o familiares, entre otros. Sin embargo, es necesario observar con mas detalle como estan focalizando su atencion y como estan manejando los distractores internos y externos. Por esto se requiere identificar de que manera los estudiantes perciben los cambios en su atencion al entrenarse en el Mindfulness, que consiste en saber autorregular la atencion, lo cual genera cambios en la conducta y mejora el manejo del estres. Objetivos: Se busco identificar los cambios en los subprocesos atencionales y en los indica- dores de la atencion de estudiantes universitarios entrenados en el Metodo de autocontrol de la atencion Mindfulness. Materiales y metodo: Se utilizo un diseno preexperimental de un solo grupo con observacion antes/despues, en 21 universitarios (16 mujeres y 5 hombres), con una edad promedio de 20,4 anos. Resultados: Se compararon los promedios mediante la t de student antes y despues de entrenarse en el metodo Mindfulness, y se observaron cambios estadisticamente signifi- cativos tanto en la Escala Subjetiva como en las subescalas del WAIS, avalando el apoyo al entrenamiento en el metodo. Conclusiones. El metodo Mindfulness genero cambios favorables y significativos en la autopercepcion de los subprocesos atencionales y en los indicadores de atencion del WAIS. Palabras claves. Mindfulness, trastorno por deficit de atencion, universitarios, Barranquilla. Abstract 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 an average 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 parameters using 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 s (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. Key words: Mindfulness, Attention Deficit Disorder, university students, Barranquilla.