A carregar...
Publicação
O papel da auto-eficácia na auto-regulação da motivação escolar : um estudo exploratório com alunos do 10º ano com e sem experiência de retenção
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 5.18 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Presentemente a prevalência no panorama educativo do insucesso escolar, abandono e
desmotivação sugere a relevância de pesquisar nesta área. A investigação científica tem
mostrado interesse pelo estudo da aprendizagem auto-regulada, pela percepção de auto-eficácia
e orientações motivacionais. O propósito deste estudo é analisar o papel da auto-eficácia na
auto-regulação da motivação de estudantes do 10° ano com e sem experiência de retenção,
através do Questionário Sócio-demográfico, Escala de Auto-Eficácia Percebida e Escala de
Motivação Escolar, aplicados a 270 estudantes, de ambos os sexos. Para estudar as variáveis
Sócio-demográficas e dependentes recorreu-se à estatística descritiva e análises de variância,
univariada (ANOVA) no caso da Auto-eficácia e multivariada (MANOVAs) nas Orientações
Motivacionais. Para pesquisar os determinantes da Auto-eficácia e Orientações Motivacionais,
procedeu-se à análise estatística, recorrendo ao modelo de regressão múltipla hierárquica.
Resultaram correlações negativas e significativas entre a posição social e a Auto-eficácia. Os
alunos sem retenções antes e no 10° ano, os mais novos, os que tiveram orientação vocacional e
escolheram o curso como primeira opção, os que frequentaram antes do 10° ano de escolaridade
escola privada apresentam maior percepção de Auto-eficácia. Quanto às Orientações
Motivacionais as alunas apresentam-se mais intrinsecamente motivadas do que os alunos e os
mais velhos estão mais amotivados. Existe uma correlação significativa entre a Auto-eficácia e a
Motivação Intrínseca. O sexo, idade e posição social explicam a variância da Auto-eficácia. O
sexo e a Auto-eficácia são as variáveis com efeito preditor significativo na Amotivação,
Motivação Extrínseca e Motivação Intrínseca. Os resultados revelaram confirmar as hipóteses
colocadas, sendo a principal conclusão que os alunos com elevada Auto-eficácia apresentam
tipos de regulação da motivação mais autónomos, o que vai ao encontro da literatura e
resultados de outras investigações.
Presently, the academic failure, giving up and demotivation prevailing in the educational context suggests how important it is to make researches in this area. The scientific research has shown interest in the study of self-regulated learning, perceived self-efficacy and motivational orientation. The aim of this study is to analyse the role of self-efficacy in the self-regulated motivation of students of the 10th form, with or without retention experience, through the Socio-demographic Questionnaire, the Perceived Self-efficacy Scale and Academic Motivation Scale, applied to 270 students of both sexes. In order to study the dependent and socio-demographic variables, we have used the descriptive statistics and variable analysis, unvariable (ANOVA) in the case of Self-efficacy and multivariable (MANOVA) in Motivational Orientation. To research the determining factors of Self-efficacy and Motivational Orientation, a statistical analysis has been made by using the standard hierarchical multiple regression. As a result, there were significant and negative correlations between the social rank and Self-efficacy. The pupils with or without any retention in the 10th form and in the previous forms, the youngest, those who have gone through a vocational orientation and have opted for the course as first option, and those who have attended a private school before the 10th form show a better Perceived Self-efficacy. As to Motivational Orientation, the female pupils are intrinsically more motivated than the male pupils while the oldest are more amotivated. There is a significant correlation between Self-efficacy and Intrinsic Motivation. Sex, age and social rank account for the variance in Self-efficacy. Sex and Self-efficacy are variables with significant effect on Amotivation, Extrinsic Motivation and Intrinsic Motivation. The results have corroborated the assumptions made, the main conclusion being that the pupils with high Self-efficacy have shown more independent types of regulated motivation, which is in line with the literature and results of other researches.
Presently, the academic failure, giving up and demotivation prevailing in the educational context suggests how important it is to make researches in this area. The scientific research has shown interest in the study of self-regulated learning, perceived self-efficacy and motivational orientation. The aim of this study is to analyse the role of self-efficacy in the self-regulated motivation of students of the 10th form, with or without retention experience, through the Socio-demographic Questionnaire, the Perceived Self-efficacy Scale and Academic Motivation Scale, applied to 270 students of both sexes. In order to study the dependent and socio-demographic variables, we have used the descriptive statistics and variable analysis, unvariable (ANOVA) in the case of Self-efficacy and multivariable (MANOVA) in Motivational Orientation. To research the determining factors of Self-efficacy and Motivational Orientation, a statistical analysis has been made by using the standard hierarchical multiple regression. As a result, there were significant and negative correlations between the social rank and Self-efficacy. The pupils with or without any retention in the 10th form and in the previous forms, the youngest, those who have gone through a vocational orientation and have opted for the course as first option, and those who have attended a private school before the 10th form show a better Perceived Self-efficacy. As to Motivational Orientation, the female pupils are intrinsically more motivated than the male pupils while the oldest are more amotivated. There is a significant correlation between Self-efficacy and Intrinsic Motivation. Sex, age and social rank account for the variance in Self-efficacy. Sex and Self-efficacy are variables with significant effect on Amotivation, Extrinsic Motivation and Intrinsic Motivation. The results have corroborated the assumptions made, the main conclusion being that the pupils with high Self-efficacy have shown more independent types of regulated motivation, which is in line with the literature and results of other researches.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Psicologia da Educação - Auto-regulação da aprendizagem), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2006
Palavras-chave
Teses de mestrado - 2006 Auto-regulação Auto-eficácia Insucesso escolar - Portugal Psicologia da educação Aprendizagem