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Auto-eficácia académica e atribuições causais em Português e Matemática
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Abstract(s)
A auto-eficácia académica e as atribuições causais
são construtos motivacionais intimamente ligados à realização
escolar, fornecendo informações importantes
acerca das percepções de competência dos alunos e das
estratégias que estes utilizam para lidar com os resultados
da sua realização.
Neste estudo avaliamos a auto-eficácia académica
de 207 alunos (101 do 9.º ano de escolaridade e 106 do
10.º ano de escolaridade) e as causas que estes atribuem
às suas notas de Português e de Matemática, utilizando
a Escala de Auto-Eficácia Académica e o Questionário
de Atribuições e Dimensões Causais (Pina Neves &
Faria, 2005a, 2005b).
Os resultados diferenciais mostram que os alunos
do 10.º ano de escolaridade, bem como os alunos com
aproveitamento escolar, apresentam expectativas de eficácia
mais positivas para Português, para Matemática
e para a realização escolar geral, fazendo ainda atribuições
mais internas para as suas notas e tendo percepções
de maior internalidade e estabilidade. Por sua vez, os
resultados correlacionais evidenciam uma forte asso-
ciação entre a auto-eficácia académica e os resultados
escolares.
Finalmente, as análises de regressão linear demonstram
que as expectativas de eficácia e a controlabilidade são
variáveis influentes na realização escolar, observando-
-se que são as dimensões específicas da auto-eficácia
académica aquelas que têm maior poder explicativo do
rendimento nas duas disciplinas alvo.
Academic self-efficacy and causal attributions are motivational constructs related to academic achievement which give us useful information about students selfperceptions of competence and their strategies to deal with academic settings and to cope with their school marks. This study aims to evaluate academic self-efficacy of 207 students (101 attending 9th grade and 106 attending 10th grade) and their causal attributions to Portuguese and Mathematics marks, using the Academic Self-Efficacy Scale and the Causal Attributions and Dimensions Questionnaire (Pina Neves & Faria, 2005a, 2005b). The differential results suggest that either 10th graders and students with higher marks have more positive selfefficacy expectancies for future performances in Portuguese, Mathematics, and school results in general than the other students, attributing also their marks to more internal causes and presenting perceptions of higher causal internality and stability. Moreover, the studies of correlation find a strong and positive association between academic self-efficacy dimensions and school marks. Finally, linear regression analyses show that selfefficacy expectancies and causal controllability are important determinants of academic achievement, stressing that the two specific dimensions of academic self-efficacy are the major predictors of achievement in both school subjects.
Academic self-efficacy and causal attributions are motivational constructs related to academic achievement which give us useful information about students selfperceptions of competence and their strategies to deal with academic settings and to cope with their school marks. This study aims to evaluate academic self-efficacy of 207 students (101 attending 9th grade and 106 attending 10th grade) and their causal attributions to Portuguese and Mathematics marks, using the Academic Self-Efficacy Scale and the Causal Attributions and Dimensions Questionnaire (Pina Neves & Faria, 2005a, 2005b). The differential results suggest that either 10th graders and students with higher marks have more positive selfefficacy expectancies for future performances in Portuguese, Mathematics, and school results in general than the other students, attributing also their marks to more internal causes and presenting perceptions of higher causal internality and stability. Moreover, the studies of correlation find a strong and positive association between academic self-efficacy dimensions and school marks. Finally, linear regression analyses show that selfefficacy expectancies and causal controllability are important determinants of academic achievement, stressing that the two specific dimensions of academic self-efficacy are the major predictors of achievement in both school subjects.
Description
Keywords
Auto-eficácia académica Atribuições causais Português Matemática Realização escolar Academic self-efficacy Causal attributions Portuguese Mathematics Academic achievement
Citation
Análise Psicológica, 25 (4), 635-652.
Publisher
ISPA – Instituto Universitário