Programa de intervenção em funções executivas pró-aprendizagem acadêmica  para jovens/universitários: Desenvolvimento e evidências de validade de conteúdo

Natália Martins  Dias; David Mesquita da  Costa; Caroline Oliveira Cardoso; Ana Paula Cervi Colling; Rochele Paz  Fonseca

doi:10.22235/cp.v15i2.2394

Authors

Natália Martins Dias Universidade Federal de Santa Catarina http://orcid.org/0000-0003-1144-5657
David Mesquita da Costa Centro Universitário Adventista de São Paulo https://orcid.org/0000-0002-1158-2953
Caroline Oliveira Cardoso Universidade Feevale https://orcid.org/0000-0002-3720-0845
Ana Paula Cervi Colling Pontifícia Universidade Católica do Rio Grande do Sul https://orcid.org/0000-0001-5543-6133
Rochele Paz Fonseca Pontifícia Universidade Católica do Rio Grande do Sul https://orcid.org/0000-0001-6767-8439

DOI:

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

Keywords:

executive functions, reading, learning, undergraduate students, cognition

Abstract

Despite the current emphasis on intervention programs for executive functions (EF), those for children and older adult predominate, with a gap in programs aimed at young people/undergraduate students. The present study presents the process of developing an EF intervention program to support academic learning for young people/undergraduate students. The development followed 5 stages: 1) Internal organization, 2) Construction, 3) Judges’ Analysis, 4) Review and finalization, 5) Pilot Study. Participants were 8 judges (step 3) and 3 classes of students (n = 102) enrolled in Higher Education (step 5). There was high agreement among the judges regarding the demands and the general quality of the activities. Review and integration of the judges’ quantitative and qualitative assessments gave rise to the current version of the πFex-Academics, with 7 activities structured in 3 modules, with a focus on learning and academic demands. The pilot study revealed good applicability. The πFex-Academics is a promising tool for stimulating EF in a university context.

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