Recompensa ambiental, sintomatología depresiva y funciones ejecutivas en adultos emergentes universitarios de Cuenca-Ecuador 2025-2026.

Abstract

Introduction. Depressive symptoms (DS) constitute a public health problem associated with emotional and cognitive impairments. Environmental reward (ER) and executive functions (EFs) have been identified as relevant variables for understanding the development and maintenance of depressive symptoms. Objective. To analyze the relationship between environmental reward, self-reported executive functions, and depressive symptoms, as well as the differences between individuals with and without depressive symptoms among emerging adults at the Catholic University of Cuenca. Methodology. A quantitative, observational, cross-sectional, and comparative-correlational study was conducted. The sample consisted of 422 university students aged 18 to 29 years, selected using non-probability convenience sampling. The Depression Subscale of the Goldberg Anxiety and Depression Scale, the Executive Functions Scale for University Students, and the Environmental Reward Observation Scale were administered. Data were analyzed using descriptive and inferential statistics (α = .05). Results. Significant associations were observed between the distribution of depressive symptoms according to sex (χ² = 8.74, p = .003) and place of residence (χ² = 4.96, p = .026). Participants with depressive symptoms exhibited lower levels of environmental reward and executive functions. Furthermore, depressive symptoms were negatively correlated with environmental reward (ρ = −.487, p < .001) and executive functions (ρ = −.400, p < .001), whereas environmental reward was positively correlated with executive functions (ρ = .482, p < .001). Conclusion. Higher levels of environmental reward and better executive functioning were associated with lower levels of depressive symptoms. These findings highlight the importance of environmental and cognitive factors in understanding the mental health of emerging adult university students.