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Relações entre motivação intrínseca e extrínseca, quantidade de leitura e desempenho em leitura, em alunos do 2º ao 4º ano do ensino básico
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Resumo(s)
Este estudo incide sobre as relações entre motivação para a leitura (intrínseca e
extrínseca), quantidade de leitura e desempenho em leitura (fluência e compreensão) em
alunos do 1º ciclo do Ensino Básico. Participaram no estudo 72 crianças a frequentarem
o 2º, 3º e 4º anos de escolaridade de uma escola do Ensino Público de Lisboa. Foi alvo
do estudo, a adaptação para a Língua Portuguesa do Reading Motivation Questionnaire
for Elementary Students (RMQ-E) de Stutz, Schaffner e Schiefele (2016) e da escala de
Quantidade de Leitura de Schaffner, Schiefele e Ulfers (2013). Para além das escalas
anteriormente mencionadas, as crianças realizaram mais duas provas de aplicação
coletiva (Matrizes Progressivas de Raven e Teste de Idade de Leitura). Numa fase
posterior, 60 destas crianças realizaram uma prova individual de fluência na leitura de
texto. Examinou-se se algum dos dois tipos de motivação para a leitura se relacionava
com o desempenho em leitura. Por fim, analisou-se a relação entre a quantidade de
leitura, os diferentes tipos de motivação e o desempenho em leitura. A análise da
estrutura fatorial da Escala de Motivação para a Leitura determinou três fatores (i,e.,
Motivação Geral, Competição e Envolvimento) com boa consistência interna, não se
obtendo uma replicação exata da estrutura fatorial da escala original. A Escala de
Quantidade de Leitura também revelou um bom índice de consistência interna. As
correlações realizadas não revelaram uma relação nem entre a motivação para a leitura
(intrínseca ou extrínseca) e o desempenho em leitura, nem entre este último e a
quantidade de leitura, evidenciando talvez que a relativa opacidade da Língua
Portuguesa pode dificultar e adiar a manifestação destas relações. Por fim, os resultados
sugerem que nos alunos do 1º ciclo do ensino básico, a motivação para a leitura não
varia com o género, e que a motivação intrínseca se associa significativamente à quantidade de leitura. Este resultado está de acordo com a ideia de que as crianças
intrinsecamente motivadas leem mais e, consequentemente, poderão ler melhor.
This study focuses on the relationships between reading motivation (intrinsic and extrinsic), reading amount, and reading performance (fluency and comprehension) of elementary students. The participants in the study were 72 children attending 2nd,3rd and 4th grades in a Lisbon state school. The Reading Motivation Questionnaire for Elementary Students (RMQ-E, Stutz, Schaffner, & Schiefele's, 2006) and the Reading Quantity Scale (Schaffner, Schiefele, & Ulfers, 2013) were adapted for the Portuguese Language. In addition to the previously mentioned scales, the children performed two more tests of collective application (Raven Progressive Matrices and a Reading Age Test). In a later phase, 60 of these children performed an individual text reading fluency test. We examined whether any of the two types of reading motivation were related to reading performance. Analyses were also done on the relationship between reading amount, the different types of motivation and reading performance. The results of the factorial analysis of the Reading Motivation Scale determined three factors (General Motivation, Competition and Involvement) with a good internal consistency, but an exact replication of the factorial structure of the original scale was not obtained. The Reading Amount Scale also showed a good internal consistency. The correlations carried out did not reveal any relationship between reading motivation (intrinsic or extrinsic) and reading performance, nor between the last and reading amount. This may reflect perhaps that the relative opacity of the European Portuguese language may hinder and postpone the manifestation of these relationships. Finally, the results suggest that, in elementary students, the reading motivation does not vary between genders and that intrinsic motivation has a significant association with reading amount. This result is consistent with the idea that intrinsically motivated children read more and thus will be able to read better.
This study focuses on the relationships between reading motivation (intrinsic and extrinsic), reading amount, and reading performance (fluency and comprehension) of elementary students. The participants in the study were 72 children attending 2nd,3rd and 4th grades in a Lisbon state school. The Reading Motivation Questionnaire for Elementary Students (RMQ-E, Stutz, Schaffner, & Schiefele's, 2006) and the Reading Quantity Scale (Schaffner, Schiefele, & Ulfers, 2013) were adapted for the Portuguese Language. In addition to the previously mentioned scales, the children performed two more tests of collective application (Raven Progressive Matrices and a Reading Age Test). In a later phase, 60 of these children performed an individual text reading fluency test. We examined whether any of the two types of reading motivation were related to reading performance. Analyses were also done on the relationship between reading amount, the different types of motivation and reading performance. The results of the factorial analysis of the Reading Motivation Scale determined three factors (General Motivation, Competition and Involvement) with a good internal consistency, but an exact replication of the factorial structure of the original scale was not obtained. The Reading Amount Scale also showed a good internal consistency. The correlations carried out did not reveal any relationship between reading motivation (intrinsic or extrinsic) and reading performance, nor between the last and reading amount. This may reflect perhaps that the relative opacity of the European Portuguese language may hinder and postpone the manifestation of these relationships. Finally, the results suggest that, in elementary students, the reading motivation does not vary between genders and that intrinsic motivation has a significant association with reading amount. This result is consistent with the idea that intrinsically motivated children read more and thus will be able to read better.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia Clínica e da Saúde, Núcleo de Psicoterapia Cognitiva-Comportamental e Integrativa), Universidade de Lisboa, Faculdade de Psicologia, 2018
Palavras-chave
Motivação intrínseca Compreensão da leitura Fluência na leitura Ensino básico (1º ciclo) Teses de mestrado - 2018