Autores
- Bruna Guimarães MarquesUniversidade Federal Rural do Rio de Janeiro (UFRRJ), Seropédica, RJ, Brasil.http://orcid.org/0000-0002-7745-0187
- Emmy Uehara PiresUniversidade Federal Rural do Rio de Janeiro (UFRRJ), Seropédica, RJ, Brasil.http://orcid.org/0000-0002-3845-4839
DOI:
https://doi.org/10.15448/1980-8623.2021.1.35857Palavras-chave:
Gerenciamento de tempo, Adulto, Revisão sistemática, NeuropsicologiaResumo
O gerenciamento de tempo (GT) se refere a capacidade de estabelecer metas, cumprir prazos, realizar as tarefas de maneira planejada e organizada. Este estudo apresenta uma revisão sistemática sobre intervenções em GT e procrastinação de adultos, publicados nos últimos 20 anos e disponibilizados nas bases de dados PUBMED, ERIC, PsycINFO, SciELO e LILACS. Conforme a metodologia PRISMA, a partir dos critérios de inclusão/exclusão foram selecionados e analisados 32 artigos. Os resultados apontaram que o manejo temporal eficiente pode diminuir a procrastinação, a ansiedade e o estresse e melhorar a autoeficácia, a organização e o planejamento. A descrição das tarefas trabalhadas nas intervenções apresentou-se como uma lacuna existente. A estimulação dessa habilidade pode auxiliar o desempenho dos sujeitos na universidade, no trabalho e na vida diária.
Downloads
Não há dados estatísticos.
Biografia do Autor
Bruna Guimarães Marques, Universidade Federal Rural do Rio de Janeiro (UFRRJ), Seropédica, RJ, Brasil.
Mestre em Psicologia pela Universidade Federal Rural do Rio de Janeiro (UFRRJ), em Seropédica, RJ, Brasil.
Emmy Uehara Pires, Universidade Federal Rural do Rio de Janeiro (UFRRJ), Seropédica, RJ, Brasil.
Doutora em Psicologia Clínica pela Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio), no Rio de Janeiro, RJ, Brasil; professora adjunta da Universidade Federal Rural do Rio de Janeiro (UFRRJ), em Seropédica, RJ, Brasil.
Referências
Adams, D. F. (2017). The Embedded Counseling Model: An Application to Dental Students. Journal of Dental Education, 81(1), 29-35.
Arco-Tirado, J. L., Fernandez-Martin, F. D., & Fernandez-Balboa, J. M. (2011). The Impact of a Peer-Tutoring Program on Quality Standards in Higher Education. Higher Education: The International Journal of Higher Education and Educational Planning, 62(6), 773-788. https://doi.org/10.1007/s10734-011-9419-x
Auvinen, T., Hakulinen, L., & Malmi, L. (2015). Increasing Students’ Awareness of Their Behavior in Online Learning Environments with Visualizations and Achievement Badges. IEEE Transactions on Learning Technologies, 8(3), 261-273. https://doi.org/10.1109/TLT.2015.2441718
Basso, C., Graf, L. P., Lima, F. C., Schmidt, B., & Bardagi, M. P. (2013). Organização de tempo e métodos de estudo: Oficinas com estudantes universitários. Rev. bras. orientac. Prof., 14(2), 277-288.
Behnam, B., Jenani, S., & Ahangari, S. (2014). The Effect of Time-Management Training on Test-Anxiety and Self-Efficacy of Iranian Intermediate EFL Learners. Iranian Journal of Language Teaching Research, 2(1), 45-61.
Bellman, S., Burgstahler, S., & Hinke, P. (2015). Academic Coaching: Outcomes from a Pilot Group of Postsecondary STEM Students with Disabilities. Journal of Postsecondary Education and Disability, 28(1), 103-108.
Berkenbosch, L., Muijtjens, A. M., Zimmermann, L. J., Heyligers, I. C., Scherpbier, A. J., & Busari, J. O. (2014). A pilot study of a practice management training module for medical residents. BMC Medical Education, 14(1). https://doi.org/10.1186/1472-6920-14-107
Bowering, E. R., Mills, J., & Merritt, A. (2017). Learning How to Learn: A Student Success Course for at Risk Students. Canadian Journal for the Scholarship of Teaching and Learning, 8(3), 1-14.
Burrus, J., Jackson, T., Holtzman, S., & Roberts, R. D. (2016). Teaching High School Students to Manage Time: The Development of an Intervention. Improving Schools, 20(2), 101-112. https://doi.org/10.1177/1365480216650309
Cleary, M., & Horsfall, J. (2011). Efficacy of meta-cognitive therapy for adult ADHD. The Journal of Continuing Education in Nursing, 42(6), 248-249. https://doi.org/10.3928/00220124-20110523-04
Daloglu, A., & Vural, S. (2013). The Effects of Training on Pre-Service English Teachers’ Regulation of Their Study Time. Australian Journal of Teacher Education, 38(6), 46-70. https://doi.org/10.14221/ajte.2013v38n6.2
Daniel, K. D., Steven, E. S., & Michael, L. W. (2002). Enhancing Independent Time-Management Skills of Individuals With Mental Retardation Using a Palmtop Personal Computer. Mental Retardation, 40(5), 358-365. https://doi.org/10.1352/0047-6765
Davis, D. R., & Abbitt, J. T. (2013). An Investigation of the Impact of an Intervention to Reduce Academic Procrastination Using Short Message Service (SMS) Technology. Journal of Interactive Online Learning, 12(3), 78-102.
Dawson, P., & Guare, R. (2012). Coaching Students with Executive Skills Deficits. The Guilford Press.
Drozd, F., Raeder, S., Kraft, P., & Bjorkli, C. A. (2013). Multilevel growth curve analyses of treatment effects of a Web-based intervention for stress reduction: randomized controlled trial. Journal of Medical Internet Research, 15(4). https://doi.org/10.2196/jmir.2570
Düsmez, I., & Barut, Y. (2016). Rational Emotive Behavior Based on Academic Procrastination Prevention: Training Programme of Effectiveness. Participatory Educational Research, 3(1), 1-13. https://doi.org/10.17275/per.15.36.3.1
Glick, D. M., & Orsillo, S. M. (2015). An investigation of the efficacy of acceptance-based behavioral therapy for academic procrastination. Journal of Experimental Psychology: General, 144(2), 400-409. https://doi.org/10.1037/xge0000050
Green, J. M., Hughes, E. M., & Ryan, J. B. (2011). The Use of Assistive Technology to Improve Time Management Skills of a Young Adult with an Intellectual Disability. Journal of Special Education Technology, 26(3), 13-20. https://doi.org/0.1177/016264341102600302
Hafner, A., Oberst, V., & Stock, A. (2014) Avoiding procrastination through time management: an experimental intervention study. Educational Studies, 40(3), 352-360. https://doi.org/10.1080/03055698.2014.899487
Hafner, A., Stock, A., & Oberst, V. (2016). Decreasing Students’ Stress through Time Management Training: An Intervention Study. European Journal of Psychology of Education, 30(1), 81-94. https://doi.org/10.1007/s10212-014-0229-2
Hafner, A., Stock, A., Pinneker, L., & Strohle, S. (2014) Stress prevention through a time management training intervention: an experimental study, Educational Psychology. An International Journal of Experimental Educational Psychology, 34(3), 403-416. https://doi.org/10.1080/01443410.2013.785065
Hillier, A., Goldstein, J., Murphy, D., Trietsch, R., Keeves, J., Mendes, E., & Queenan, A. (2018). Supporting University Students with Autism Spectrum Disorder. Autism. The International Journal of Research and Practice, 22(1), 20-28. https://doi.org/10.1177/1362361317699584
Johnson, P. E., Perrin, C. J., Salo, A., Deschaine, E., & Johnson, B. (2016). Use of an explicit rule decreases procrastination in university students. Journal of Applied Behavior Analysis, 49(2), 346-358. https://doi.org/10.1002/jaba.287
Kachgal, M. M., Hansen, L. S., & Nutter, K. J. (2001). Academic Procrastination Prevention/Intervention: Strategies and Recommendations. Journal of Developmental Education, 25(1), 14-24.
Krishnan, K.; Feller, M., & Orkin, M. (2010). Goal Setting, Planning, and Prioritizing: The Foundations of Effective Learning. In Meltzer, L. (Org.), Promoting executive functions in the classroom (pp. 57-85). The Guilford Press.
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C. Gotzsche, P. C., Ioannidis, J. P. A., & Moher, M. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. Annals of Internal Medicine, 151(4), 65-94. https://doi.org/10.1016/j. jclinepi.2009.06.006
Makala, Q. (2017). Peer-Assisted Learning Programme: Supporting Students in High-Risk Subjects at the Mechanical Engineering Department at Walter Sisulu University. Journal of Student Affairs in Africa, 5(2), 17-31. https://doi.org/10.24085/jsaa.v5i2.2700
Marlowe, W. B. (2014). An Intervention for Children With Disorders of Executive Functions. Developmental Neuropsychology, 18(3), 445-454. https://doi.org/10.1207/S1532694209Marlowe
Meltzer, L. (2010). Promoting executive functions in the classroom. The Guilford Press.
Muñoz-Olano, J. F., & Hurtado-Parrado, C. (2017). Effects of goal clarification on impulsivity and academic procrastination of college students. Revista Latinoamericana de Psicología, 49(3), 173-181. https://doi.org/10.1016/j.rlp.2017.03.001
Murta, S. G., & Tróccoli, B. T. (2007). Stress ocupacional em bombeiros: efeitos de intervenção baseada em avaliação de necessidades. Estudos de Psicologia (Campinas), 24(1), 41-51. https://doi.org/10.1590/S0103166X2007000100005
Petosa, R. L., & Silfee, V. (2016). Construct Validation of a Program to Increase Use of Self-Regulation for Physical Activity among Overweight and Obese Adults with Type 2 Diabetes Mellitus. American Journal of Health Education, 47(6), 379-384. https://doi.org/10.1080/19325037.2016.1219284
Prevatt, F., Smith, S. M., Diers, S., Marshall, D., Coleman, J., Valler, E., & Miller, N. (2017). ADHD Coaching with College Students: Exploring the Processes Involved in Motivation and Goal Completion. Journal of College Student Psychotherapy, 31(2), 93-111. https://doi.org/10.1080/87568225.2016.1240597
Roberts, R. D., Krause, H., & Suk-Lee, L. (2016). Australian time organization and management scales. Unpublished Inventory, University of Sydney.
Rozental, A., Forsell, E., Svensson, A., Andersson, G. ,& Carlbring, P. (2015). Internet-based cognitive-behavior therapy for procrastination: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 83(4), 808-824. https://doi.org/10.1037/ccp0000023
Scent, C. L., & Boes, S. R. (2014). Acceptance and Commitment Training: A Brief Intervention to Reduce Procrastination among College Students. Journal of College Student Psychotherapy, 28(2), 144-156. https://doi.org/10.1080/87568225.2014.883887
Silfee, V., Petosa, R., Laurent, D., Schaub, T., & Focht, B. (2016). Effect of a behavioral intervention on dimensions of self-regulation and physical activity among overweight and obese adults with type 2 diabetes: a pilot study. Psychology, Health & Medicine, 21(6), 715-723. https://doi.org/10.1080/13548506.2016.1139144
Van-Eerde, W. (2003). Procrastination at work and time management training. Journal of Psychology, 137(5), 421-434. https://doi.org/10.1080/00223980309600625.
Wang, S., Zhou, Y., Yu, S., Ran, L., Liu, X., & Chen, Y. (2017). Acceptance and Commitment Therapy and Cognitive Behavioral Therapy as Treatments for Academic Procrastination: A Randomized Controlled Group Session. Research on Social Work Practice, 27(1), 48-58. https://doi.org/10.1177/1049731515577890