Evid?ncias de efeito de interven??es em fun??es executivas e regula??o emocional para escolares e desenvolvimento de programa para universit?rios
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/9692 |
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 - ?Fex-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. |
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Fonseca, Rochele Pazhttp://lattes.cnpq.br/5918287268298812Cardoso, Caroline de Oliveirahttp://lattes.cnpq.br/6514600499237798http://lattes.cnpq.br/0300563700285438Colling, Ana Paula Cervi2021-06-10T17:14:30Z2021-03-29http://tede2.pucrs.br/tede2/handle/tede/9692Executive 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 - ?Fex-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.As fun??es executivas (FE) e a regula??o emocional (RE) podem atuar como preditoras de diferentes desfechos, como melhores ?ndices de sa?de f?sica e mental, fatores emocionais, desempenho escolar, sucesso na vida, entre outros. Tais habilidades s?o consideradas essenciais para uma aprendizagem formal bem-sucedida desde a pr?-escola at? o ensino universit?rio. Diferentes estudos apontam que as FE e RE s?o habilidades que podem ser estimuladas e aprimoradas por meio de programas espec?ficos, al?m das tradicionais t?cnicas remediativas, por estrat?gias precoce-preventivas ou preventivas, contudo, ainda existe uma escassez de estudos direcionados ao p?blico escolar e universit?rio. Frente a este contexto, o estudo 1 investigou se existia diferen?a no desempenho executivo, emocional e escolar de alunos do Ensino Fundamental I que foram submetidos a programas de estimula??o exclusivamente focados nas FE frias, versus alunos submetidos a programa misto combinado de FE e RE versus controles. Participaram 111 alunos de 3.? e 4.? ano de oito turmas do Ensino Fundamental I de escolas p?blicas, divididas em tr?s grupos: um grupo que recebeu a interven??o mista de FE e RE (programas PENcE+REPENcE), um grupo que realizou a interven??o exclusiva de FE frias (programa PENcE) e um grupo controle passivo que deu continuidade ?s suas atividades escolares regulares. Os instrumentos foram administrados pr? e p?s interven??o e averiguaram o desempenho executivo, emocional e escolar dos alunos. O grupo submetido ? interven??o mista apresentou desempenho superior ao grupo exclusivo em maior n?mero de dom?nios, como, inicia??o, velocidade de processamento, consci?ncia corporal, e comunica??o das emo??es. Al?m disso, demonstrou-se melhor que o grupo controle quanto ? flexibilidade cognitiva e controle inibit?rio. Deste modo, percebe-se que um programa focado em habilidades de RE pode potencializar/incrementar os desfechos de um programa de estimula??o cognitiva exclusivamente de FE frias. O estudo 2 buscou desenvolver o quarto m?dulo de interven??o do ?Programa de interven??o em FE com foco em universit?rios - ?Fex-Academics?. Como resultado, foi desenvolvido o ?M?dulo 4Produ??o Escrita: estimulando FE, planejamento/organiza??o, automonitoramento e metacogni??o?, com 4 atividades. O m?dulo e as atividades apresentaram ?ndices de validade de conte?do adequados, com grandes n?veis de concord?ncia entre os ju?zes. As atividades estimulam o que pretendem, bem como a sequ?ncia e organiza??o do m?dulo encontram-se adequadas. De modo geral, a presente disserta??o pretendeu contribuir para o investimento em programas pr?-aprendizagem escolar e acad?mica, no desenvolvimento, como tamb?m, em busca de evid?ncias de efeito de programas. Com isso, os estudantes poder?o desenvolver e/ ou melhorar suas FE, RE, e produ??o escrita como mediadoras ou cen?rio de base para uma aprendizagem mais otimizada e eficaz, al?m de duradoura, e as institui??es educacionais poder?o identificar dificuldades e implementar a??es com a finalidade de redu??o do n?vel de impacto na aprendizagem, com a implementa??o de programas baseados em evid?ncias que promovam o desenvolvimento e potencializa??o de tais habilidades.Submitted by PPG Psicologia (psicologia-pg@pucrs.br) on 2021-05-31T19:59:01Z No. of bitstreams: 1 DISSERTA??O_ANA PAULA CERVI COLLING_final pos banca.pdf: 1463570 bytes, checksum: 1ee6049d3e9903cbc15126155bcd757c (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2021-06-10T16:55:54Z (GMT) No. of bitstreams: 1 DISSERTA??O_ANA PAULA CERVI COLLING_final pos banca.pdf: 1463570 bytes, checksum: 1ee6049d3e9903cbc15126155bcd757c (MD5)Made available in DSpace on 2021-06-10T17:14:30Z (GMT). No. of bitstreams: 1 DISSERTA??O_ANA PAULA CERVI COLLING_final pos banca.pdf: 1463570 bytes, checksum: 1ee6049d3e9903cbc15126155bcd757c (MD5) Previous issue date: 2021-03-29Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPqapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/181205/DIS_ANA_PAULA_CERVI_COLLING_CONFIDENCIAL.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em PsicologiaPUCRSBrasilEscola de Ci?ncias da Sa?de e da VidaFun??es ExecutivasInterven??oEstimula??o CognitivaAutorregula??oAprendizagemExecutive FunctionsInterventionCognitive StimulationSelf-RegulationLearningCIENCIAS HUMANAS::PSICOLOGIAEvid?ncias de efeito de interven??es em fun??es executivas e regula??o emocional para escolares e desenvolvimento de programa para universit?riosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho ser? publicado como artigo ou livro60 meses10/06/2026438234878069743636150050060034118672558173774231802873727776104890info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILDIS_ANA_PAULA_CERVI_COLLING_CONFIDENCIAL.pdf.jpgDIS_ANA_PAULA_CERVI_COLLING_CONFIDENCIAL.pdf.jpgimage/jpeg4075http://tede2.pucrs.br/tede2/bitstream/tede/9692/4/DIS_ANA_PAULA_CERVI_COLLING_CONFIDENCIAL.pdf.jpg1841f327c661fde7590177e2a877725bMD54TEXTDIS_ANA_PAULA_CERVI_COLLING_CONFIDENCIAL.pdf.txtDIS_ANA_PAULA_CERVI_COLLING_CONFIDENCIAL.pdf.txttext/plain2536http://tede2.pucrs.br/tede2/bitstream/tede/9692/3/DIS_ANA_PAULA_CERVI_COLLING_CONFIDENCIAL.pdf.txtfa63d4abc41018ec22e3e0b231932384MD53ORIGINALDIS_ANA_PAULA_CERVI_COLLING_CONFIDENCIAL.pdfDIS_ANA_PAULA_CERVI_COLLING_CONFIDENCIAL.pdfapplication/pdf278455http://tede2.pucrs.br/tede2/bitstream/tede/9692/2/DIS_ANA_PAULA_CERVI_COLLING_CONFIDENCIAL.pdfba5898e85f00092d4a22cb23a618961aMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/9692/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/96922021-06-10 20:00:16.291oai:tede2.pucrs.br:tede/9692QXV0b3JpemE/P28gcGFyYSBQdWJsaWNhPz9vIEVsZXRyP25pY2E6IENvbSBiYXNlIG5vIGRpc3Bvc3RvIG5hIExlaSBGZWRlcmFsIG4/OS42MTAsIGRlIDE5IGRlIGZldmVyZWlybyBkZSAxOTk4LCBvIGF1dG9yIEFVVE9SSVpBIGEgcHVibGljYT8/byBlbGV0cj9uaWNhIGRhIHByZXNlbnRlIG9icmEgbm8gYWNlcnZvIGRhIEJpYmxpb3RlY2EgRGlnaXRhbCBkYSBQb250aWY/Y2lhIFVuaXZlcnNpZGFkZSBDYXQ/bGljYSBkbyBSaW8gR3JhbmRlIGRvIFN1bCwgc2VkaWFkYSBhIEF2LiBJcGlyYW5nYSA2NjgxLCBQb3J0byBBbGVncmUsIFJpbyBHcmFuZGUgZG8gU3VsLCBjb20gcmVnaXN0cm8gZGUgQ05QSiA4ODYzMDQxMzAwMDItODEgYmVtIGNvbW8gZW0gb3V0cmFzIGJpYmxpb3RlY2FzIGRpZ2l0YWlzLCBuYWNpb25haXMgZSBpbnRlcm5hY2lvbmFpcywgY29ucz9yY2lvcyBlIHJlZGVzID9zIHF1YWlzIGEgYmlibGlvdGVjYSBkYSBQVUNSUyBwb3NzYSBhIHZpciBwYXJ0aWNpcGFyLCBzZW0gP251cyBhbHVzaXZvIGFvcyBkaXJlaXRvcyBhdXRvcmFpcywgYSB0P3R1bG8gZGUgZGl2dWxnYT8/byBkYSBwcm9kdT8/byBjaWVudD9maWNhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2021-06-10T23:00:16Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Evid?ncias de efeito de interven??es em fun??es executivas e regula??o emocional para escolares e desenvolvimento de programa para universit?rios |
title |
Evid?ncias de efeito de interven??es em fun??es executivas e regula??o emocional para escolares e desenvolvimento de programa para universit?rios |
spellingShingle |
Evid?ncias de efeito de interven??es em fun??es executivas e regula??o emocional para escolares e desenvolvimento de programa para universit?rios Colling, Ana Paula Cervi Fun??es Executivas Interven??o Estimula??o Cognitiva Autorregula??o Aprendizagem Executive Functions Intervention Cognitive Stimulation Self-Regulation Learning CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Evid?ncias de efeito de interven??es em fun??es executivas e regula??o emocional para escolares e desenvolvimento de programa para universit?rios |
title_full |
Evid?ncias de efeito de interven??es em fun??es executivas e regula??o emocional para escolares e desenvolvimento de programa para universit?rios |
title_fullStr |
Evid?ncias de efeito de interven??es em fun??es executivas e regula??o emocional para escolares e desenvolvimento de programa para universit?rios |
title_full_unstemmed |
Evid?ncias de efeito de interven??es em fun??es executivas e regula??o emocional para escolares e desenvolvimento de programa para universit?rios |
title_sort |
Evid?ncias de efeito de interven??es em fun??es executivas e regula??o emocional para escolares e desenvolvimento de programa para universit?rios |
author |
Colling, Ana Paula Cervi |
author_facet |
Colling, Ana Paula Cervi |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fonseca, Rochele Paz |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5918287268298812 |
dc.contributor.advisor-co1.fl_str_mv |
Cardoso, Caroline de Oliveira |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/6514600499237798 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0300563700285438 |
dc.contributor.author.fl_str_mv |
Colling, Ana Paula Cervi |
contributor_str_mv |
Fonseca, Rochele Paz Cardoso, Caroline de Oliveira |
dc.subject.por.fl_str_mv |
Fun??es Executivas Interven??o Estimula??o Cognitiva Autorregula??o Aprendizagem |
topic |
Fun??es Executivas Interven??o Estimula??o Cognitiva Autorregula??o Aprendizagem Executive Functions Intervention Cognitive Stimulation Self-Regulation Learning CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Executive Functions Intervention Cognitive Stimulation Self-Regulation Learning |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
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 - ?Fex-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. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-06-10T17:14:30Z |
dc.date.issued.fl_str_mv |
2021-03-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://tede2.pucrs.br/tede2/handle/tede/9692 |
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http://tede2.pucrs.br/tede2/handle/tede/9692 |
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por |
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por |
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4382348780697436361 |
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500 500 600 |
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3411867255817377423 |
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1802873727776104890 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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Programa de P?s-Gradua??o em Psicologia |
dc.publisher.initials.fl_str_mv |
PUCRS |
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Brasil |
dc.publisher.department.fl_str_mv |
Escola de Ci?ncias da Sa?de e da Vida |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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