Is it possible to promote executive functions in university students? Evidence of effectiveness of the πFEx-Academics.

IF 1.7 4区 心理学 Applied Neuropsychology-Adult Pub Date : 2024-11-01 Epub Date: 2022-08-14 DOI:10.1080/23279095.2022.2109971
Natália Martins Dias, Bruna Martins Ávila, David Mesquita da Costa, Caroline Oliveira Cardoso, Rochele Paz Fonseca
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Abstract

Executive functions (EF) impact the success of university students. These skills appear to have a predictive role in academic performance. The aim of this study was to investigate the effectiveness of an intervention program in EF aimed at university students, the πFex-Academics, seeking to verify whether there are gains in EF, a reduction in inattention and hyperactivity indicators and a transfer to reading comprehension. Participants were two professors and their respective classes, totaling 129 students. The classes were divided into: experimental group (EG) (n = 66) and control group (CG) (n = 63). All students underwent a pre- and post-intervention assessment. The program implementation process was mediated by the EG professor. Although no direct gains were identified in the indices of EF difficulties, greater gains in the EG were verified in the hyperactivity/impulsivity and reading comprehension indices, when compared to the CG. These findings are promising, demonstrating the first evidence of the effectiveness of the πFex-Academics. The incorporation of interventions into the university context can provide various benefits for students, with improved behavior and written language processing, necessary for the best possible academic success. Activities of EF mediation for higher education learning can be incorporated into extension courses or the curriculum of university courses.

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有可能促进大学生的执行功能吗?πFEx-Academics的有效性证据。
执行功能(EF)影响着大学生的成功。这些技能似乎对学习成绩有预测作用。本研究的目的是调查针对大学生的执行功能干预项目πFex-Academics的效果,以验证执行功能是否有所提高,注意力不集中和多动指标是否有所下降,以及对阅读理解能力的影响。参与者为两位教授及其各自的班级,共 129 名学生。班级分为:实验组(EG)(66 人)和对照组(CG)(63 人)。所有学生都接受了干预前后的评估。计划实施过程由 EG 教授进行调解。虽然没有发现 EF 困难指数有直接的提高,但与对照组相比,EG 在多动/冲动和阅读理解指数方面的提高得到了证实。这些研究结果很有希望,首次证明了πFex-Academics 的有效性。在大学环境中采取干预措施,可以为学生带来各种益处,改善行为和书面语言处理能力,这是取得最佳学业成功的必要条件。可将针对高等教育学习的 EF 调解活动纳入扩展课程或大学课程。
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来源期刊
Applied Neuropsychology-Adult
Applied Neuropsychology-Adult CLINICAL NEUROLOGY-PSYCHOLOGY
自引率
11.80%
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0
审稿时长
>12 weeks
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