https://repositorio.ufpb.br/jspui/handle/123456789/2394 presencial 2026-11-05T03:37:08Z https://repositorio.ufpb.br/jspui/handle/123456789/39441 Título: Eficácia da suplementação de creatina no funcionamento cognitivo: revisão sistemática de ensaios clínicos Autor(es): Galvão, Maria Eduarda Alexandre Orientador: Minervino, Carla Alexandra da Silva Moita Abstract: Creatine is widely used to enhance muscular performance; however, its cognitive effects remain controversial. This study systematically evaluated the effect of creatine supplementation on cognitive performance in adults. A systematic review was conducted in accordance with the guidelines of PRISMA 2020. Searches were performed in the databases PubMed, Scopus, SciELO, Portal de Periódicos CAPES, and LILACS. Randomised controlled trials investigating the effects of creatine on cognitive outcomes measured through neuropsychological tests were included. Nine studies met the eligibility criteria. Most investigations assessed healthy young adults under baseline conditions and found no significant effects of creatine supplementation on memory, attention, executive functions, or processing speed, regardless of the administered dose. Only one study reported improvement in processing speed following a single dose of creatine under a condition of 21-hour sleep deprivation. Overall, the available evidence does not support robust cognitive benefits of creatine in healthy young adults under baseline conditions. However, preliminary findings suggest potential effects in contexts of metabolic stress. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-03-26T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39440 Título: Altas habilidades/superdotação e aprendizagem na vida adulta: uma revisão sistemática da literatura Autor(es): Muniz, Maria Geizirlaine dos Santos Orientador: Almeida, Aline Carvalho de Abstract: This study aims to investigate, through a systematic literature review, how scientific production has addressed giftedness/high abilities (GH/HA) in adulthood, considering aspects related to learning processes, socioemotional dimensions, and academic and professional trajectories. Although giftedness has been widely studied in childhood and adolescence, there is a significant gap in research focusing on adulthood. The study was conducted through a bibliographic search in the databases Scielo, ERIC, PsycINFO, ScienceDirect, and Google Scholar, including publications between 2015 and 2025. After applying the inclusion and exclusion criteria, 22 studies were selected for analysis. Data analysis was carried out using content analysis, allowing the results to be organized into three main thematic axes: learning and academic trajectory in adulthood; socioemotional aspects and identity construction; and professional trajectory and labor market insertion. The results indicate that characteristics associated with giftedness persist throughout life and influence learning processes, identity development, and professional fulfillment. However, many gifted adults remain unidentified, highlighting the need to expand research and educational practices aimed at this population. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-04-07T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39390 Título: Análise dos níveis de motivação e autoeficácia acadêmica em estudantes de psicopedagogia: primeira escolha ou segunda opção Autor(es): Santos, Julia Leticia Vieira dos Orientador: Monteiro, Renan Pereira Abstract: This study aimed to analyze the levels of motivation and academic self-efficacy in students of the Psychopedagogy course, considering whether the course was chosen as their first option or not. It is based on the assumption that the way a student enters undergraduate studies can influence the quality of their motivation, engagement with academic activities, and perception of competence to handle the demands of higher education. The research is characterized as a quantitative, descriptive, and comparative study, conducted with a sample of 206 students regularly enrolled in the Psychopedagogy course at the Federal University of Paraíba. The sample was predominantly female (95.1%), with a mean age between 17 and 65 years (M = 23.8; SD = 5.85). Regarding educational background, 59.7% of the students completed their secondary education entirely in public institutions. Data collection was conducted online using an electronic form containing a Sociodemographic and Academic Questionnaire, the Motivation for Learning in University Students Scale, and the Self-Efficacy in Higher Education Scale. Data were analyzed using descriptive and inferential statistics, revealing that students who chose Psychopedagogy as their first course option demonstrated greater Motivation for Learning Goals and more Proactive Actions, a dimension of academic self-efficacy. These data indicate that the initial course choice favors both intrinsic motivation for learning and the student's perception of competence in organizing their routine, managing time, and meeting deadlines. Furthermore, it was identified that individuals more likely to drop out of their courses exhibit lower levels of Motivation for Learning Goals, as well as lower levels of Academic Self-Efficacy. It is concluded that the method of admission acts as a fundamental psychological support for learning and that the intention to drop out is linked to the perception of helplessness in organizing routines and fragility in social bonds. The data reinforce the importance of a psycho-pedagogical perspective on the undergraduate student themselves, suggesting that strengthening autonomy and self-efficacy is essential to reduce dropout rates and promote a resilient academic trajectory in undergraduate studies. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-04-06T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39389 Título: Brincar também é coisa de adulto: o lúdico e a psicomotricidade na EJA Autor(es): Barros, Elison do Carmo Oliveira Orientador: Escarião, Andréia Dutra Abstract: The study aims to map and analyze works that discuss the contribution of playfulness and psychomotor skills in Youth and Adult Education, taking into account the characteristics of these learners and their life trajectories. It is based on the premise that the body is the central element of the learning process and that playfulness is an inherent dimension of human beings; therefore, both must be integrated into the teaching-learning process. Methodologically, this is a systematic literature review of a qualitative nature, covering the period from 2015 to 2025, conducted using the SciELO, Google Scholar, CAPES Journal Portal, and Brazilian institutional journal databases, employing the following search terms: “EJA AND playfulness,” “EJA AND play,” and “EJA AND psychomotor skills,” enabling the selection of relevant publications and categorizing them by thematic areas. The results show that play-based pedagogical practices and the contextualized body promote effective education. It is concluded that Playfulness and Psychomotor Skills constitute a methodology that promotes inclusion, appreciation of the body, and the construction of meaningful learning, contributing to the holistic development of EJA students. Editor: Universidade Federal da Paraíba Tipo: TCC 2026-04-01T00:00:00Z