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Creencias motivacionales y actitudes frente al voluntariado:un estudio con jóvenes universitarios en Portugal
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Resumo(s)
La presente investigación tuvo como objetivos principales analizar las creencias
motivacionales de los estudiantes universitarios, las actitudes frente al voluntariado y
las relaciones entre las actitudes y las creencias, en interacción con factores de
naturaleza personal y contextual. Como marco conceptual para la explicación de las
relaciones entre las variables estudiadas, el enfoque socio-cognitivo de expectativavalor
fue de central relevancia. Respecto de la metodología, fue desarrollado un estudio
cuantitativo, de corte transversal. La muestra se compuso con 303 estudiantes de la
Universidad de Lisboa y de la Universidad Católica Portuguesa. Para el abordaje de las
creencias motivacionales fue adaptado el Motivated Strategies for Learning
Questionnaire (únicamente la sección correspondiente a la motivación), de Pintrich y
colaboradores (1993), a partir del cual se constituyó la Escala de Crenças
Motivacionais face à Aprendizagem (ECMA). Para el estudio de las actitudes, fue
adaptado el Volunteer Functions Inventory, de Clary y colegas (1998), del cual derivó el
Questionário de Atitudes face às Funções do Voluntariado (QAFFV). Para responder a
las demandas de la investigación fue creada una nueva Escala de Atitudes face ao
Voluntariado (EAFV). El análisis de los resultados permitió encontrar relaciones
significativas entre las creencias motivacionales, las actitudes frente al voluntariado, y
factores sociodemográficos y académicos, así como también diferencias significativas
en las creencias y en las actitudes en función de la experiencia del voluntariado. Los
análisis permitieron destacar las siguientes conclusiones: las variables
sociodemográficas y académicas afectan a las creencias motivacionales y a las actitudes
frente al voluntariado; la experiencia de voluntariado emergió como un predictor
significativo de las creencias y de las actitudes, revelando que los estudiantes
voluntarios valoraban más las tareas académicas y manifestaban una inclinación
favorable frente a las características del voluntariado; las diferencias en las actitudes
tienden a ser significativas y favorables en los grupos que presentan creencias
motivacionales superiores y que cuentan con experiencia de voluntariado. Implicaciones
para la práctica educativa fueron, también, presentadas así como nuevos interrogantes
de estudio y sugerencias.he present study aims to analyze university students’ motivational beliefs,
attitudes toward volunteering and the relationships between attitudes and beliefs in
interaction with personal and contextual variables.
As a conceptual framework for explaining the relationship between the studied variables, the socio-cognitive focus of the expectancy-value was pertinent. Regarding methodology, quantitative and transversal study was carried out. The sample was composed by 303 students from the University of Lisbon and the Portuguese Catholic University. For the study of motivational beliefs the Motivated Strategies for Learning Questionnaire (only on motivation section), developed by Pintrich and colleagues (1993), was adapted to Escala de Crenças Motivacionais face à Aprendizagem (ECMA). For the study of attitudes, the Volunteer Functions Inventory, carried out by Clary and colleagues (1998), was also adapted, resulting in the Questionário de Atitudes face às Funções do Voluntariado (QAFFV). In order to meet the research purposes, a new instrument was built, the Escala de Atitudes face ao Voluntariado (EAFV). The analysis of the results allowed finding significant relationships between motivational beliefs, attitudes toward volunteering, and sociodemographic and academics variables, as well as significant differences in beliefs and attitudes considering the experience of volunteering. The analysis permitted to highlight the following conclusions: demographic and academic variables affect motivational beliefs and attitudes towards volunteering; volunteer experience emerged as a significant predictor of motivational beliefs and attitudes toward volunteering, revealing that volunteer students valued more academic tasks and manifested a favorable inclination toward volunteering features; differences in attitudes tend to be significant and favorable to the groups presenting higher motivational beliefs and with volunteering experience. Implications for the educational practice were also presented, as well as suggestions for the development of further studies.
As a conceptual framework for explaining the relationship between the studied variables, the socio-cognitive focus of the expectancy-value was pertinent. Regarding methodology, quantitative and transversal study was carried out. The sample was composed by 303 students from the University of Lisbon and the Portuguese Catholic University. For the study of motivational beliefs the Motivated Strategies for Learning Questionnaire (only on motivation section), developed by Pintrich and colleagues (1993), was adapted to Escala de Crenças Motivacionais face à Aprendizagem (ECMA). For the study of attitudes, the Volunteer Functions Inventory, carried out by Clary and colleagues (1998), was also adapted, resulting in the Questionário de Atitudes face às Funções do Voluntariado (QAFFV). In order to meet the research purposes, a new instrument was built, the Escala de Atitudes face ao Voluntariado (EAFV). The analysis of the results allowed finding significant relationships between motivational beliefs, attitudes toward volunteering, and sociodemographic and academics variables, as well as significant differences in beliefs and attitudes considering the experience of volunteering. The analysis permitted to highlight the following conclusions: demographic and academic variables affect motivational beliefs and attitudes towards volunteering; volunteer experience emerged as a significant predictor of motivational beliefs and attitudes toward volunteering, revealing that volunteer students valued more academic tasks and manifested a favorable inclination toward volunteering features; differences in attitudes tend to be significant and favorable to the groups presenting higher motivational beliefs and with volunteering experience. Implications for the educational practice were also presented, as well as suggestions for the development of further studies.
Descrição
Tese de doutoramento, Educação (Psicologia da Educação), Universidade de Lisboa, Instituto de Educação, 2013
Palavras-chave
Teses de doutoramento - 2013