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Motivação para português: Género, ano de escolaridade, desempenho académico, área de estudo e o clima de sala de aula
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Abstract(s)
A presente investigação tem como principais objetivos analisar o perfil motivacional de alunos do ensino secundário em função do género, ano de escolaridade, desempenho académico e área de estudo e a existência de relações entre a motivação para o Português e a perceção de clima de sala de aula nessa disciplina. Participaram no estudo 375 alunos, do 10º, 11º e 12º ano de uma escola pública. Os instrumentos utilizados foram o Inventário de Motivação Intrínseca (IMI) “Eu e o Português” e a Escala de Perceção de Clima de Sala de Aula “ Na Sala de Aula de Português”. Os resultados demonstraram que os alunos atribuem valor e importância à disciplina de Português, evidenciando uma moderada motivação intrínseca e uma baixa perceção de autonomia e competência a Português. Relativamente à relação entre a motivação, o género e o ano de escolaridade, os dados revelaram que as raparigas apresentavam níveis de motivação intrínseca para o Português mais elevados que os rapazes e que os mesmos níveis de motivação intrínseca diminuem com aumento do ano de escolaridade. Constatou-se ainda que os alunos que apresentavam melhores níveis de desempenho académico evidenciaram níveis superiores de motivação intrínseca para o Português. Quanto à área de estudo os resultados revelaram que os alunos da área de Línguas apresentavam níveis de motivação intrínseca para o Português mais elevados, do que os seus colegas das restantes áreas de estudo. Verificou-se uma correlação positiva e significativa entre a motivação para o Português e a perceção de clima de sala de aula.
ABSTRACT: The present investigation has as main objectives analyze the motivational profile of high school students according to their gender, grade, academic performance and study area, and the relationships between the motivation for Portuguese language and classroom environment perception in this discipline. Participated 375 Portuguese students from 10th, 11th and 12th grade from a Portuguese public high school. The instruments used were the Intrinsic Motivation Inventory (IMI) "Me and the Portuguese Language" and the Scale of Perceived Climate Classroom “In the Portuguese Classroom”. The results revealed that students attribute value and importance to the Portuguese discipline, showing a moderate intrinsic motivation and a low perception of autonomy and competence to the Portuguese language. Regarding the relation between motivation, gender and grade, the data revealed that girls presented levels of intrinsic motivation to Portuguese language higher than boys and that the same levels of intrinsic motivation decrease with the increase of the grade. It was also found that students who had higher levels of academic performance showed higher levels of intrinsic motivation to the Portuguese language. As the study area the results revealed that students in the field of languages presented higher levels of intrinsic motivation to the Portuguese language, than their colleagues from other study areas. It was found a positive correlation, significant between the motivation to the Portuguese and the perception of classroom environment.
ABSTRACT: The present investigation has as main objectives analyze the motivational profile of high school students according to their gender, grade, academic performance and study area, and the relationships between the motivation for Portuguese language and classroom environment perception in this discipline. Participated 375 Portuguese students from 10th, 11th and 12th grade from a Portuguese public high school. The instruments used were the Intrinsic Motivation Inventory (IMI) "Me and the Portuguese Language" and the Scale of Perceived Climate Classroom “In the Portuguese Classroom”. The results revealed that students attribute value and importance to the Portuguese discipline, showing a moderate intrinsic motivation and a low perception of autonomy and competence to the Portuguese language. Regarding the relation between motivation, gender and grade, the data revealed that girls presented levels of intrinsic motivation to Portuguese language higher than boys and that the same levels of intrinsic motivation decrease with the increase of the grade. It was also found that students who had higher levels of academic performance showed higher levels of intrinsic motivation to the Portuguese language. As the study area the results revealed that students in the field of languages presented higher levels of intrinsic motivation to the Portuguese language, than their colleagues from other study areas. It was found a positive correlation, significant between the motivation to the Portuguese and the perception of classroom environment.
Description
Dissertação de Mestrado em Psicologia Educacional apresentada ao ISPA - Instituto Universitário
Keywords
Motivação Clima de sala de aula Teoria da autodeterminação Motivation Classroom environment Self-determination theory