Durante el proyecto se trabajó con 229 alumnos de 1° año de Psicología de USAL. Se estudió elfuncionamiento de dos instrumentos. Para conocer el tipo de apego se administró el Experiences inclose relationships- Revised - ECR-R (Fraley, Waller & Brennan, 2000) y para estudiar laimpulsividad estado, la Escala de Impulsividad Estado -EIE (Irribaren M, Jimenez, Garcia, GarciaRubio, 2011). Con ésta última se corroboró la estructura interna: KMO =.844 y la confiabilidad de laescala completa a= .82, y de cada subescala a=.762, a=.771 y a=742 para Gratificación,Automatismo y Atencional respectivamente. Se normalizaron los puntajes en ± 1Z (Bajo, Medio yAlto). El 15% con nivel alto en Gratificación,Automatismo el 15,2% y Atencional el 20%. Esun porcentaje considerable si se tiene en cuenta que un curso suele tener 40 alumnos, es probableencontrar a 8 alumnos, con dificultades en la regulación de la atención, focalización yconcentración. No se han hallado correlaciones significativas del impacto directo sobre lascalificaciones obtenidas, podría estarse generando un malestar subjetivo acumulativo quegeneraría sensaciones de ineficacia a la hora de estudiar o al incorporar información nueva durantelas clases Palabras clave Apego, Impulsividad, Rendimiento académico ABSTRACT ATTACHMENT AND IMPULSIVENESS: ITS RELATION TO ACADEMIC PERFORMANCE This project was completed with 229 students from 1° year of Psychology of USAL. The operational processes of two instruments were analyzed. The Experiences in close relationships-RevisedECR-R (Fraley, Waller & Brennan, 2000) was applied to recognize the styles of attachment and the State Impulsivity Scale- EIE (Irribaren M, Jimenez, Garcia, Garcia Rubio, 2011) to study the state impulsivity. To verify the internal structure: KMO=.844, the reliability of the complete scale a=082 and a=.762, a=.771 and a=.742 for Reward, Automatism and Attentional respectively. The results obtained in each factor in ± 1Z were standardized (Low, Medium and High). High levels of each factor were found. 15% of the students obtained a high level in the Reward, in the Automatism of 15.2% and in the Attentional 20%. This is considered to be a remarkable percentage, if it is taken into account the fact that a class of 40 students. It’s possible to find 8 students with high levels of impulsiveness facing difficulties in regulating attention, focus and concentration. Although no significant correlations evidencing the direct impact over the obtained amounts were found, there may be a cumulative personal discomfort growing which may produce a feeling of inefficiency when studying or incorporating new information during classes. Key words Attachment, Impulsivity, Academic performance