Resumo

JOAQUIM, Daniela Patrícia Rosenthal; AVILA, Bruna Martins; DIAS, Natália Martins  e  CARDOSO, Caroline de Oliveira. Intervention in written pro-production executive functions for university students. Rev. psicopedag. [online]. 2025, vol.42, n.127, pp.87-99.  Epub 09-Jun-2025. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20250002.

There is a high demand for executive functions (EF) in university students. This study aimed to investigate the effects of the written production module of the Program of intervention in executive functions for academic learning for university students. The students (experimental group, EG=23; and control group, GC=12) were evaluated with a Personal Information Questionnaire, Inventory of difficulties in executive functions, regulation and Delay Aversion, Cloze Test, Paragraph Writing Task and Summary Written Production Task. In the post-test, a semi-structured interview was conducted. The Mann Whitney test was used to analyze intervention gains (deltas) and similarity analysis for qualitative analysis of the interview. After the intervention, the EG showed greater gains in written production. There were also gains in reading comprehension, reflected in the increase in GE participants who achieved a higher comprehension rating. The students understood the intervention proposal and there was applicability of the strategies in academic tasks. This study brings contributions from School Neuropsychology to Higher Education.

Palavras-chave : Evidence-Based Practice; Higher Education; Written Production; Psychological Intervention; Neuropsychology.

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