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Mathematical anxiety is often considered a negative influence factor on students' academic performance. Given this assumption, this research was developed, which bases its data collection on two instruments developed expressly, which were applied to a sample of 215 students enrolled in the first semester of the Faculty of Engineering of the Autonomous University of Chihuahua (UACH), Mexico, with a research design characterized by being quantitative, non-experimental and crosssectional. The study findings indicate that the participants present: (1) average level of mathematical anxiety; (2) outstanding level in mathematical thinking; and (3) coarse coordination of values in Covariational reasoning. From the results obtained, it is concluded that the relevance of this study is characterized by two situations: (1) the little research development addressed on the subject, especially with a focus on engineering university students; (2) the possibility of carrying out similar diagnoses on the previous contexts of new students; and (3) the derivation of strategies to improve admission and permanence processes