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Self-handicapping escolar : uma estratégia motivacional?
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Orientador(es)
Resumo(s)
Este estudo procura explorar a utilização da estratégia motivacional self-handicapping
em contexto escolar. Tendo como objectivos, seleccionar e adaptar uma escala de selfhandicapping
escolar, relacionar a utilização das estratégias de self-handicapping com o
género, os resultados escolares e a orientação motivacional e perceber como é que as
variáveis self-handicapping e orientação motivacional - "envolvimento na tarefa" contribuem
para o sucesso escolar dos indivíduos do sexo masculino e feminino.
Neste estudo participaram 162 alunos do nono ano de escolaridade, 76 de sexo masculino
e 86 do sexo feminino, com idades compreendidas entre os 14 e os 17 anos. Frequentavam
duas escolas particulares com contrato de associação de Fátima,
Os instrumentos utilizados foram a escala de Self Handicapping Escolar, o questionário
"Percepções de Sucesso" e uma ficha de dados pessoais. A aplicação foi realizada em grupo e
em tempos de aulas pela autora do estudo.
Os resultados permitiram concluir que existem diferenças significativas na média de selfhandicapping,
self-handicapping comportamental e self-handicapping social utilizado pelos
indivíduos do sexo masculino e feminino, sendo que os primeiros apresentam médias
superiores. Verificámos também que existe uma correlação inversa e significativa entre
resultados escolares e self-handicapping, self-handicapping comportamental e selfhandicapping
social. Podemos ainda afirmar que o self-handicapping comportamental é o
mais utilizado pelos alunos do sexo masculino e é o que compromete mais o sucesso escolar.
Foi também possível concluir que existe uma correlação significativa e inversa entre os
tipos de self-handicapping e a orientação motivacional "envolvimento na tarefa", mas não
existe correlação significativa entre os tipos de self-handicapping e a orientação motivacional
"envolvimento no ego".
O recurso à path analysis indica-nos que os efeitos directo, indirecto e total da variável
orientação motivacional "envolvimento na tarefa" nos resultados escolares são mais elevados
na situação género masculino. Permitiu-nos também constatar que os efeitos directos da
orientação motivacional "envolvimento na tarefa" nos vários tipos de self-handicapping, e
dos vários tipos de self-handicapping nos resultados escolares assumem ambos valores
negativos.
The present study seeks to explore the use of the self-handicapping motivational strategy within a school context. The aims of this study are to select and adapt a school selfhandicapping scale, to relate the use of the self-handicapping strategies to gender, school performance and goals orientation, and to understand how self-handicapping and task involvement goals both help boys' and girls' school achievement. This study comprised 162 9th grade students, of which 76 were boys and 86 were girls, between the ages of 14 and 17 years. These students are scholars of two private schools in Fátima. The instruments used were the School Self-Handicapping scale, the questionnaire "Perceptions of Achievement" and a record of personal information. These instruments were used within a group context during class times by the researcher. The results made it possible to conclude that there are significant differences in the average of self-handicapping, active self-handicapping and self-presented self-handicapping utilized by boys and girls, with boys having a higher average. We can also confirm that there is an inverse and significant correlation between school performance and self-handicapping, active self-handicapping and self-presented selfhandicapping. We can say that active self-handicapping is the most used strategy by boys and is also that which endangers school achievement the most. We may also conclude that there is an inverse and significant correlation between the various types of self-handicapping and task involvement goals, but there is not a significant correlation between the various types of self-handicapping and ego involvement goals. The application of path analysis suggests that the direct, indirect and total effects of task involvement goals on school performance are higher in boys. It also allows us to conclude that the direct effects of task involvement goals on the various types of self-handicapping, and of the various types of self-handicapping in school performance are both negative.
The present study seeks to explore the use of the self-handicapping motivational strategy within a school context. The aims of this study are to select and adapt a school selfhandicapping scale, to relate the use of the self-handicapping strategies to gender, school performance and goals orientation, and to understand how self-handicapping and task involvement goals both help boys' and girls' school achievement. This study comprised 162 9th grade students, of which 76 were boys and 86 were girls, between the ages of 14 and 17 years. These students are scholars of two private schools in Fátima. The instruments used were the School Self-Handicapping scale, the questionnaire "Perceptions of Achievement" and a record of personal information. These instruments were used within a group context during class times by the researcher. The results made it possible to conclude that there are significant differences in the average of self-handicapping, active self-handicapping and self-presented self-handicapping utilized by boys and girls, with boys having a higher average. We can also confirm that there is an inverse and significant correlation between school performance and self-handicapping, active self-handicapping and self-presented selfhandicapping. We can say that active self-handicapping is the most used strategy by boys and is also that which endangers school achievement the most. We may also conclude that there is an inverse and significant correlation between the various types of self-handicapping and task involvement goals, but there is not a significant correlation between the various types of self-handicapping and ego involvement goals. The application of path analysis suggests that the direct, indirect and total effects of task involvement goals on school performance are higher in boys. It also allows us to conclude that the direct effects of task involvement goals on the various types of self-handicapping, and of the various types of self-handicapping in school performance are both negative.
Descrição
Tese de Mestrado em Ciências da Educação (Área de especialização em Psicologia da Educação), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Auto-regulação Motivação - aprendizagem Sucesso escolar