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

Autores/as

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

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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