<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212021000201215</article-id>
<article-id pub-id-type="doi">10.22235/cp.v15i2.2394</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa de intervenção em funções executivas pró-aprendizagem acadêmica para jovens/universitários: Desenvolvimento e evidências de validade de conteúdo]]></article-title>
<article-title xml:lang="es"><![CDATA[Programa de intervención en funciones ejecutivas para el aprendizaje académico de jóvenes/estudiantes universitarios: desarrollo y evidencia de validez de contenido]]></article-title>
<article-title xml:lang="en"><![CDATA[Executive functions intervention program for academic learning for young people/undergraduate students: Development and evidence of content validity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins Dias]]></surname>
<given-names><![CDATA[Natália]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquita da Costa]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira Cardoso]]></surname>
<given-names><![CDATA[Caroline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cervi Colling]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paz Fonseca]]></surname>
<given-names><![CDATA[Rochele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário Adventista de São Paulo (UNASP)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Feevale  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212021000201215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212021000201215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212021000201215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Apesar de atual destaque para programas de intervenção das funções executivas (FE), predominam aqueles para crianças e idosos, com uma lacuna de programas destinados ao público jovem/universitário. O presente estudo apresenta o processo de desenvolvimento de um programa de intervenção em FE em prol da aprendizagem acadêmica para jovens/universitários. O desenvolvimento seguiu 5 etapas: 1) Interna de organização, 2) Construção, 3) Análise de Juízes, 4) Revisão e fechamento, 5) Estudo Piloto. Participaram 8 juízes (etapa 3) e 3 turmas (n = 102) ingressantes no Ensino Superior (etapa 5). Houve elevada concordância entre juízes em relação às demandas e qualidade geral das atividades. Revisão e integração das avaliações quanti e qualitativas dos juízes originou a versão atual do &#960;Fex-Academics, com sete atividades estruturadas em três módulos, com foco na aprendizagem e demandas acadêmicas. Estudo piloto revelou boa aplicabilidade. O &#960;Fex-Academics constitui-se como ferramenta promissora para estimulação de FE em contexto universitário.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[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 &#960;Fex-Academics, con siete actividades estructuradas en tres módulos, centradas en el aprendizaje y las demandas académicas. El estudio piloto reveló una buena aplicabilidad. &#960;Fex-Academics es una herramienta prometedora para estimular la FE en contexto universitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Despite the current emphasis on intervention programs for executive functions (EF), those for children and older adult predominate, with a gap in programs aimed at young people/undergraduate students. The present study presents the process of developing an EF intervention program to support academic learning for young people/undergraduate students. The development followed 5 stages: 1) Internal organization, 2) Construction, 3) Judges&#8217; Analysis, 4) Review and finalization, 5) Pilot Study. Participants were 8 judges (step 3) and 3 classes of students (n = 102) enrolled in Higher Education (step 5). There was high agreement among the judges regarding the demands and the general quality of the activities. Review and integration of the judges&#8217; quantitative and qualitative assessments gave rise to the current version of the &#960;Fex-Academics, with 7 activities structured in 3 modules, with a focus on learning and academic demands. The pilot study revealed good applicability. The &#960;Fex-Academics is a promising tool for stimulating EF in a university context.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[funções executivas]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[universitários]]></kwd>
<kwd lng="pt"><![CDATA[cognição]]></kwd>
<kwd lng="es"><![CDATA[funciones ejecutivas]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[cognición]]></kwd>
<kwd lng="en"><![CDATA[executive functions]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[undergraduate students]]></kwd>
<kwd lng="en"><![CDATA[cognition.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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