A carregar...
Publicação
Percepção de auto-eficácia e conhecimento de matemática no 1.º ano universitário
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 520.03 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Como noutros anos de escolaridade, no 1.º ano universitário registam-se também
insucessos e abandonos, com consequências para os alunos , as instituições de ensino e
o país.
Este estudo — inserido num mais vasto projecto de investigação em curso,
lançado por iniciativa da Sociedade Portuguesa de Matemática (SPM) — teve como
objectivo estudar as relações entre a auto-eficácia percebida e o conhecimento de
Matemática, tendo como base a Teoria Sócio-cognitiva de Bandura (1977, 1997, 2001),
e explorando, assim, factores psicológicos do insucesso em Matemática, nesse ano de
escolaridade.
A amostra utilizada foi constituída por 186 alunos do 1.º ano universitário, de
cursos cujos planos de estudo contêm unidades curriculares de Matemática, e as análises
envolveram o estudo das correlações entre dois instrumentos, e a comparação de
resultados de duas aplicações espaçadas de um semestre, durante o qual os estudantes
frequentaram duas unidades curriculares de Matemática.
Adicionalmente, efectuou-se também um estudo metrológico da Escala
Multidimensional de Auto-eficácia Percebida (MSPSE), instrumento utilizado para
avaliação da auto-eficácia percebida, e da Prova de Matemática da SPM (PMAT), o
teste de conhecimentos de Matemática aplicado nesta investigação.
A análise dos resultados não permitiu, nesta amostra, confirmar a hipótese de
relação positiva e significativa de algumas escalas do MSPSE com o resultado total do
PMAT, não sendo os resultados concordantes com os de estudos anteriores com a
mesma prova, MSPSE. Por outro lado, foram verificadas diferenças significativas entre
as duas aplicações, revelando a sensibilidade do PMAT ao desenvolvimento de
conhecimentos em unidades curriculares de Matemática, ainda que sem evidência de
ligação entre este aumento dos conhecimentos de Matemática e as dimensões da
autoeficácia percebida medidas pelas escalas da MSPSE.
As in other educational levels, in the 1.st year of university studies there are also failures and dropouts, with consequences for the students, for educational institutions and for the country. This study — part of a wider research project underway at the initiative of the Sociedade Portuguesa de Matemática (SPM) — aimed to study the relationship between perceived self-efficacy and Mathematic achievement, based on the Socio-cognitive Theory of Bandura (1977, 1997, 2001), exploring some psychological determinants of academic failure in Math courses, in the first year of university studies. The sample consisted of 186 1.st year college students whose curricular plans contained study unities of Mathematics, and the study involved the analysis of correlations between the two instruments, and the comparison of results of the two administrations, spaced by a semester, during which the students attended two classes in the field of Mathematics. Additionally, a psychometric study was performed with the Escala Multidimensional de Auto-eficácia Percebida (MSPSE), the instrument used to assess perceived self-efficacy, and with the Portuguese Mathematics Achievement Test (PMAT), used to assess Mathematics competence in the present research. In this sample, the data analysis did not allow for this study to confirm the hypothesis of positive and significant relationships of some scales of the MSPSE with the PMAT total result, an outcome not consistent with the known results of previous studies with the same scale, MSPSE. On the other hand, significant differences were observed between the two administrations, showing the PMAT is able to discriminate the knowledge improvement in Mathematics, although without evidence of a connection between this improvement in Mathematics and the dimensions of perceived self-efficacy assessed by the scales of the MSPSE.
As in other educational levels, in the 1.st year of university studies there are also failures and dropouts, with consequences for the students, for educational institutions and for the country. This study — part of a wider research project underway at the initiative of the Sociedade Portuguesa de Matemática (SPM) — aimed to study the relationship between perceived self-efficacy and Mathematic achievement, based on the Socio-cognitive Theory of Bandura (1977, 1997, 2001), exploring some psychological determinants of academic failure in Math courses, in the first year of university studies. The sample consisted of 186 1.st year college students whose curricular plans contained study unities of Mathematics, and the study involved the analysis of correlations between the two instruments, and the comparison of results of the two administrations, spaced by a semester, during which the students attended two classes in the field of Mathematics. Additionally, a psychometric study was performed with the Escala Multidimensional de Auto-eficácia Percebida (MSPSE), the instrument used to assess perceived self-efficacy, and with the Portuguese Mathematics Achievement Test (PMAT), used to assess Mathematics competence in the present research. In this sample, the data analysis did not allow for this study to confirm the hypothesis of positive and significant relationships of some scales of the MSPSE with the PMAT total result, an outcome not consistent with the known results of previous studies with the same scale, MSPSE. On the other hand, significant differences were observed between the two administrations, showing the PMAT is able to discriminate the knowledge improvement in Mathematics, although without evidence of a connection between this improvement in Mathematics and the dimensions of perceived self-efficacy assessed by the scales of the MSPSE.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2012
Palavras-chave
Auto-eficácia Matemática Insucesso escolar Ensino superior Teses de mestrado - 2012