Programa de intervención en funciones ejecutivas para el aprendizaje académico de jóvenes/estudiantes universitarios: desarrollo y evidencia de validez de contenido

Autores/as

DOI:

https://doi.org/10.22235/cp.v15i2.2394

Palabras clave:

funciones ejecutivas, lectura, aprendizaje, Estudiantes universitarios, cognición

Resumen

A pesar del énfasis actual en los programas de intervención para funciones ejecutivas (FE), predominan los de niños y ancianos, con una brecha en los programas dirigidos a jóvenes/universitarias. El presente estudio presenta el proceso de desarrollo de un programa de intervención en FE a favor del aprendizaje académico para jóvenes/universitarios. El desarrollo siguió 5 etapas: 1) organización interna, 2) construcción, 3) análisis de expertos, 4) revisión y cierre, 5) estudio piloto. Participaron 8 expertos (etapa 3) y 3 clases (n = 102) matriculados en Educación Superior (etapa 5). Hubo un alto acuerdo entre los jueces con respecto a las demandas y la calidad general de las actividades. La revisión e integración de las evaluaciones cuantitativas y cualitativas de los expertos dieron lugar a la versión actual de πFex-Academics, con siete actividades estructuradas en tres módulos, centradas en el aprendizaje y las demandas académicas. El estudio piloto reveló una buena aplicabilidad. πFex-Academics es una herramienta prometedora para estimular la FE en contexto universitario.

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Publicado

2021-11-05

Cómo citar

Dias , N. M. ., Costa, D. M. da ., Cardoso, C. O., Colling, A. P. C., & Fonseca, R. P. . (2021). Programa de intervención en funciones ejecutivas para el aprendizaje académico de jóvenes/estudiantes universitarios: desarrollo y evidencia de validez de contenido. Ciencias Psicológicas, 15(2), e-2394. https://doi.org/10.22235/cp.v15i2.2394

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ARTÍCULOS ORIGINALES