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A relação entre o suporte do professor e a motivação, emoções e desempenho académico dos alunos
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Orientador(es)
Resumo(s)
Este estudo teve como objectivo analisar as relações entre a percepção de suporte do
professor, a motivação, as emoções, o autoconceito, o valor atribuído à tarefa e o desempenho
académico em 102 alunos do 5º e 6º ano de escolaridade. Para isso foram utilizadas as escalas
de autoconceito académico (Peixoto & Almeida, 1999), de suporte do professor em sala de
aula (Williams & Deci, 1996), de autorregulação académica (Deci & Ryan, 2000), de
emoções de realização (Peixoto, Mata, Monteiro, Sanches & Pekrun, 2015) e de valor
atribuído à tarefa (Pekrun, 2002). Os resultados permitiram identificar a existência de
correlações significativas positivas entre a percepção de suporte do professor e a motivação
intrínseca, emoções positivas, autoconceito académico e valor intrínseco atribuído à tarefa.
Constatou-se, ainda, a existência de diferenças significativas entre alunos com desempenho
alto e alunos com desempenho baixo, no que concerne à percepção de suporte do professor,
sendo que são os alunos com desempenho alto que percepcionam níveis mais altos de suporte.
The purpose of this study was to analyze the relationship between the teacher's perception of support, motivation, emotions, self-concept, value attributed to the task and academic performance in 102 students in the 5th and 6th grade. In order to do so, we used the academic self-concept scales (Peixoto & Almeida, 1999), teacher’s support in the classroom (Williams & Deci, 1996), academic self-regulation (Deci & Ryan, 2000), achievement emotion questionnaire (Peixoto, Mata, Monteiro, Sanches & Pekrun, 2015) and task value (Pekrun, 2002). The results allowed to identify the existence of significant positive correlations between the teacher's perception of support and the intrinsic motivation, positive emotions, academic self-concept and the intrinsic value attributed to the task. It was also verified the existence of significant differences between students with high performance and students with low performance, regarding the perception of teacher support, being that the students with high performance perceive higher levels of support.
The purpose of this study was to analyze the relationship between the teacher's perception of support, motivation, emotions, self-concept, value attributed to the task and academic performance in 102 students in the 5th and 6th grade. In order to do so, we used the academic self-concept scales (Peixoto & Almeida, 1999), teacher’s support in the classroom (Williams & Deci, 1996), academic self-regulation (Deci & Ryan, 2000), achievement emotion questionnaire (Peixoto, Mata, Monteiro, Sanches & Pekrun, 2015) and task value (Pekrun, 2002). The results allowed to identify the existence of significant positive correlations between the teacher's perception of support and the intrinsic motivation, positive emotions, academic self-concept and the intrinsic value attributed to the task. It was also verified the existence of significant differences between students with high performance and students with low performance, regarding the perception of teacher support, being that the students with high performance perceive higher levels of support.
Descrição
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional
Palavras-chave
Percepção de suporte do professor Motivação Emoções Desempenho Teacher’s support perception Motivation Emotions Performance