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Motivação para a língua portuguesa: Relação com o género, ano de escolaridade, clima de sala de aula, autoconceito e auto-estima
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Abstract(s)
Este estudo incorre sobre as relações entre a motivação para a Língua Portuguesa,
género, ano de escolaridade, clima de sala de aula, autoconceito e auto-estima.
A investigação foi desenvolvida com 290 alunos que frequentavam o 3º ciclo da
escolaridade obrigatória, sendo que 101 alunos frequentavam o 7º ano, 98 alunos
frequentavam o 8º ano e 91 alunos pertenciam ao 9º ano de escolaridade.
Neste estudo, foram utilizados três instrumentos: uma escala para avaliar a
motivação para a disciplina de Língua Portuguesa (“Eu e a Língua Portuguesa”, Mata et., al,
2008); uma segunda escala para avaliar a percepção de clima de sala de aula na disciplina de
Língua Portuguesa (“Na sala de aula de Língua Portuguesa”, Mata, Monteiro & Peixoto
2008) e finalmente a Escala de Autoconceito e Auto-estima (“Como é que eu sou?”
Peixoto & Almeida, 2003).
Foram verificadas relações entre a motivação e o género, e entre o ano de
escolaridade, em particular nas dimensões Valor/Importância e Esforço/Importância, as
raparigas registaram valores médios superiores aos dos rapazes. No que se refere à variável
ano de escolaridade, evidenciou-se a dimensão Valor/Importância, em que os alunos do 7º
ano de escolaridade apresentaram valores mais elevados.
No que concerne à percepção do clima de sala de aula em Língua Portuguesa, foi
verificado um valor médio estatisticamente significativo em particular na dimensão Suporte
Social do Professor.
No que se refere à relação entre motivação para a Língua Portuguesa e percepção
do clima de sala de aula, as correlações mais significativas foram registadas entre as
dimensões Interesse/ Prazer e Atitudes, entre Valor/Importância e Suporte Social do
Professor, e entre Esforço/Importância e Atitudes.
No que concerne à relação entre a motivação, Autoconceito e Auto-estima, foram
verificadas correlações estatisticamente significativas e positivas entre as dimensões
Autoconceito Académico, Auto-estima e Competência a Língua Portuguesa.
ABSTRACT: This study focus on relations between motivation of the students for the discipline of the Portuguese language, towards, gender, grade, the environment of the classroom, selfconcept and self-esteem. The investigation was developed with 290 students that were in middle school, which 101 attended 7 th (101), 8 th (98) and 9 th (91) grades. In this study, three instruments were used: one scale to assess the motivation for the discipline of Portuguese Language, namely, “Eu e a Língua Portuguesa” (“Me and the Portuguese language” Mata et., al, 2008); a scale for assensing the perception of the Enviroment of the Classroom, “Na sala de aula de Língua Portuguesa” (“In the classroom of Portuguese Language”, Mata, Monteiro & Peixoto 2008), and finnaly a scale to measure The Self Concept and the Self Esteem “Como é que eu sou ?” (“How am i?” Peixoto & Almeida, 2003). Were verified a relation between motivation and the gender in the motivational profiles of participants, particularly in the dimensions Value/ Importance and Effort, and the girls made the average higher. In what refers to school year, the dimension Value/ Importance revealed, were students of the 7 th grade presented higher scores. In what concerns to the perception of the environment of the classroom, was found a statistically significant value in the dimension Social Support of the Teacher. What refers to the correlations between motivation for the Portuguese Language and the perception of the classroom environment the most significant correlations were found in the dimensions Interest/Pleasure and Attitudes, between Value/Importance and Social Support of the Teacher, as well between Effort/Importance and Attitudes. In what concerns with motivation, Self-concept, and Self-esteem, were verified correlations statistically significant in the dimensions Academic Self-concept, Self-esteem and Competence in Portuguese Language.
ABSTRACT: This study focus on relations between motivation of the students for the discipline of the Portuguese language, towards, gender, grade, the environment of the classroom, selfconcept and self-esteem. The investigation was developed with 290 students that were in middle school, which 101 attended 7 th (101), 8 th (98) and 9 th (91) grades. In this study, three instruments were used: one scale to assess the motivation for the discipline of Portuguese Language, namely, “Eu e a Língua Portuguesa” (“Me and the Portuguese language” Mata et., al, 2008); a scale for assensing the perception of the Enviroment of the Classroom, “Na sala de aula de Língua Portuguesa” (“In the classroom of Portuguese Language”, Mata, Monteiro & Peixoto 2008), and finnaly a scale to measure The Self Concept and the Self Esteem “Como é que eu sou ?” (“How am i?” Peixoto & Almeida, 2003). Were verified a relation between motivation and the gender in the motivational profiles of participants, particularly in the dimensions Value/ Importance and Effort, and the girls made the average higher. In what refers to school year, the dimension Value/ Importance revealed, were students of the 7 th grade presented higher scores. In what concerns to the perception of the environment of the classroom, was found a statistically significant value in the dimension Social Support of the Teacher. What refers to the correlations between motivation for the Portuguese Language and the perception of the classroom environment the most significant correlations were found in the dimensions Interest/Pleasure and Attitudes, between Value/Importance and Social Support of the Teacher, as well between Effort/Importance and Attitudes. In what concerns with motivation, Self-concept, and Self-esteem, were verified correlations statistically significant in the dimensions Academic Self-concept, Self-esteem and Competence in Portuguese Language.
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Keywords
Motivação Clima de sala de aula Autoconceito Auto-estima Língua portuguesa Motivation Environment of the classroom Self-concept Self-esteem Portuguese language