Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Colling, Ana Paula Cervi
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| Orientador(a): |
Fonseca, Rochele Paz
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Psicologia
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| Departamento: |
Escola de Ciências da Saúde e da Vida
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/9692
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Resumo: |
Executive functions (EF) and emotional regulation (ER) can act as predictors of different outcomes, such as better levels of physical and mental health, emotional factors, school performance, success in life, among others. Such skills are considered essential for successful formal learning from preschool through college. Different studies indicate that EF and ER are skills that can be stimulated and improved through specific programs, in addition to traditional remedial techniques, by early preventive or preventive strategies, however, there is still a shortage of studies aimed at the school and university public. In this context, study 1 investigated whether there was a difference in the executive, emotional and school performance of elementary school students who underwent stimulation programs exclusively focused on cold EFs, versus students submitted to a combined mixed EF and ER program versus controls. 111 3rd and 4th year students from eight classes of elementary school in public schools participated, divided into three groups: a group that received the mixed intervention of EF and ER (PENcE + REPENcE programs), a group that carried out the exclusive intervention of cold FE (PENcE program) and a passive control group that continued their regular school activities. The instruments were administered before and after the intervention and ascertained the students' executive, emotional and school performance. The group submitted to the mixed intervention performed better than the exclusive group in a greater number of domains, such as initiation, processing speed, body awareness, and communication of emotions. In addition, it was shown to be better than the control group in terms of cognitive flexibility and inhibitory control. Thus, a program focused on ER skills can enhance / increase the outcomes of a cognitive stimulation program exclusively for cold EFs. Study 2 sought to develop the fourth intervention module of the “EF intervention program focusing on university students - πFex-Academics”. As a result, the “Module 4-Written Production: stimulating EF, planning / organization, self-monitoring and metacognition” was developed, with 4 activities. The module and the activities presented adequate content validity indexes, with high levels of agreement between the judges. The activities stimulate what they want, as well as the sequence and organization of the module are adequate. In general, this dissertation intended to contribute to the investment in pro-school and academic learning programs, in development, as well as in search of evidence of program effects. With this, students will be able to develop and / or improve their EF, ER, and written production as mediators or a base scenario for more optimized and effective learning, in addition to lasting, and educational institutions will be able to identify difficulties and implement actions with the purpose of reducing the level of impact on learning, with the implementation of evidencebased programs that promote the development and enhancement of such skills. |
