<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202018000200008</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20180019</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gerenciamento de tempo: uma interpretação analítico-comportamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Time management: a behavior analysis interpretation]]></article-title>
<article-title xml:lang="es"><![CDATA[Gestión del tempo: una interpretación analítica-conductual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MichelatoYoshiy]]></surname>
<given-names><![CDATA[Shimeny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kienen]]></surname>
<given-names><![CDATA[Nádia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina Programa de Mestrado em Análise do Comportamento ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Psicologia Geral e Análise do Comportamento Programa de Mestrado em Análise do Comportamento]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<numero>47</numero>
<fpage>67</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202018000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202018000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202018000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O gerenciamento de tempo no ensino superior pode contribuir para uma melhor organização das demandas acadêmico-profissionais e pessoais no contexto universitário. O objetivo deste estudo foi interpretar o fenômeno do gerenciamento de tempo a partir de recursos conceituais da Análise do Comportamento por meio de revisão integrativa. Em bases de dados científicas, foram selecionados 10 artigos sobre o gerenciamento de tempo no contexto universitário. A partir da leitura dos artigos, quatro critérios foram elaborados para selecionar informações: definição de gerenciamento de tempo; estratégias de gerenciamento de tempo; dificuldades no gerenciamento de tempo; e consequências do gerenciamento de tempo. As informações selecionadas foram organizadas em duas categorias: "Conceitos da análise do comportamento" e "Comportamentos ou componentes de comportamentos de gerenciamento de tempo". A primeira contém quatro subcategorias: a) Autocontrole, b) Autoconhecimento, c) Tomada de decisão d) Resolução de problemas. A segunda contém cinco subcategorias: a) Aplicação de técnicas ou recursos, b) Planejamento, c) Produtividade e Saúde, d) Desempenho Acadêmico e) Organização. Examinou-se a importância do autocontrole para gerenciar as atividades ao longo do tempo, pois aspectos relativos a esse comportamento como evitar a procrastinação acadêmica e emitir respostas autocontroladas foram identificados na maioria dos artigos analisados. O autocontrole parece envolver processos de autoconhecimento, tomada de decisão e resolução de problemas. Os resultados demonstram que a interpretação analítico-comportamental sobre esse fenômeno traz contribuições relevantes para esclarecer os tipos de comportamentos requeridos para que o indivíduo seja capaz de gerir suas atividades ao longo do tempo de maneira autônoma e efetiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Time management in higher education may contribute to a better organization of the academic-professional and personal demands in the university context. This study aimed at interpreting the phenomenon of time management from the conceptual resources of Behavior Analysis through a bibliographic review. We selected from scientific database 10 articles on time management in university context. From the reading of the articles, four criteria were created to select information: definition of time management; Time management strategies; Difficulties in time management; and consequences of time management. The selected information was organized into two categories: "Complex Behavior Analysis Concepts" and "Behaviors or Components of Time Management Behaviors". The first one contains four subcategories: (a) Self-control, (b) Self-knowledge, (c) Decision making, and (d) Problem solving. The second one contains five subcategories: a) Application of techniques or resources, b) Planning, c) Productivity and health, d) Academic performance, and e) Organization. The importance of self-control to manage activities over time was examined, since aspects related to this complex behavior such as avoiding academic procrastination and emitting self-controlled responses were identified in most articles analyzed. Self-control seems to involve processes such as self-knowledge, decision making, and problem solving. The results show that the analytic-behavioral interpretation on this phenomenon brings relevant contributions to clarify the types of behaviors required for the individuals to be able to manage their activities over time in an autonomous and effective way.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La gestión del tiempo en la enseñanza superior puede contribuir para una mejor organización de las demandas académico-profesionales y personales en el contexto universitario. El objetivo de este estudio fue interpretar el fenómeno de la gestión de tiempo a partir de recursos conceptuales del Análisis del Comportamiento por medio de una revisión bibliográfica. Con base en datos científicos, se seleccionaron 10 artículos sobre la gestión de tiempo en el contexto universitario. A partir de la lectura de los artículos, cuatro criterios fueron elaborados para seleccionar informaciones: definición de gestión de tiempo; estrategias de gestión de tiempo; dificultades en la gestión del tiempo, y; las consecuencias de la gestión del tiempo. La información seleccionada se organizó en dos categorías: "Conceptos complejos del análisis del comportamiento" y "Comportamientos o componentes de comportamientos de gestión de tiempo". La primera contiene cuatro subcategorías: a) autocontrol, b) autoconocimiento, c) toma de decisión d) resolución de problemas. La segunda contiene cinco subcategorías: a) aplicación de técnicas o recursos, b) planificación, c) productividad y salud, d) desempeño académico e) organización. Se examinó la importancia del autocontrol para gestionar las actividades a lo largo del tiempo, pues aspectos relativos a ese comportamiento complejo, como evitar la procrastinación académica y emitir respuestas autocontroladas, fueron identificados en la mayoría de los artículos analizados. El autocontrol parece involucrar procesos de autoconocimiento, toma de decisión y resolución de problemas. Los resultados demuestran que la interpretación analítico-conductual sobre este fenómeno aporta contribuciones relevantes para esclarecer los tipos de comportamientos requeridos para que el individuo sea capaz de gestionar sus actividades a lo largo del tiempo de manera autónoma y efectiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[análise do comportamento]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[autocontrole]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[revisão da produção científica]]></kwd>
<kwd lng="en"><![CDATA[behavior analysis]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="en"><![CDATA[self-control]]></kwd>
<kwd lng="en"><![CDATA[college students]]></kwd>
<kwd lng="en"><![CDATA[scientific literature review]]></kwd>
<kwd lng="es"><![CDATA[análisis de comportamiento]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[autocontrol]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[revisión de la producción científica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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