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

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.

Keywords:

• Academic achievement
• cognitive promotion
• intervention
• self-regulation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

NM Dias and RP Fonseca received funding from CNPq – Research Productivity Scholarship. BMA received funding from Pibic-CNPq – Scientific Initiation Program Scholarship.