Relação entre déficits de função executiva e autoestima, regulação emocional e ajuste social em crianças em idade escolar: uma revisão sistemática
DOI:
https://doi.org/10.31948/ru.v43i1.4321Palavras-chave:
funções executivas, desenvolvimento socioemocional, autoestima, regulação emocional, adaptação social, intervenção educacional, revisão sistemáticaResumo
É apresentada uma revisão sistemática da relação entre os déficits de funções executivas e seu impacto sobre a autoestima, a regulação emocional e o ajuste social em alunos em idade escolar. Foi realizada uma pesquisa abrangente em bancos de dados como PubMed, Scopus e PsycINFO usando termos-chave relacionados ao funcionamento executivo, autoestima, regulação emocional e adaptação social. Incluímos estudos publicados entre 2004 e 2024 que avaliaram essas variáveis em populações escolares e descobrimos que os déficits no funcionamento executivo foram significativamente associados à baixa autoestima, dificuldades na regulação emocional e problemas no ajuste social dos alunos. Esses resultados destacam a necessidade de desenvolver e implementar estratégias de intervenção baseadas em evidências que abordem essas áreas específicas para promover o desenvolvimento socioemocional saudável no contexto educacional. Os desafios incluem a identificação precoce de déficits, o treinamento da equipe educacional e a integração eficaz dessas intervenções no currículo escolar.
Biografia do Autor
Teseo Abel Cárdenas Tambo, Universidad San Ignacio de Loyola
Estudiante de psicología, Universidad San Ignacio de Loyola; Integrante del Instituto Peruano de Inteligencia Artificial y Ciudadanía Digital
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