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Motivação para a leitura, auto-percepção de leitor e desempenho em leitura: Suas relações
Advisor(s)
Abstract(s)
O presente estudo incide sobre a motivação para a leitura, a auto-percepção de leitor e o desempenho em leitura. Os seus três objectivos principais foram: (i) analisar a relação entre a motivação para a leitura e a auto-percepção de leitor, (ii) explorar a relação entre a motivação para a leitura e o desempenho em leitura, e (iii) analisar a relação entre a auto-percepção de leitor e o desempenho em leitura.
Neste estudo participaram 91 alunos de um colégio particular de Lisboa que frequentavam o 4ºano de escolaridade, aos quais foram aplicados dois questionários: um questionário da motivação para a leitura e a escala de auto-percepção de leitor. Adicionalmente a estes dois questionários aplicados aos alunos, aplicou-se também aos professores das quatro turmas do referido ano escolar o questionário para o professor acerca do desempenho do aluno em leitura.
Os resultados obtidos demonstraram que: (i) existe uma correlação significativa das dimensões da motivação para a leitura “Prazer” e “Curiosidade” com a dimensão da auto-percepção de leitor “Sentimentos”, a qual é positiva e moderada; (ii) existe uma relação positiva das dimensões da motivação para a leitura “Reconhecimento Social” e “Razões Sociais” com a dimensão da auto-percepção de leitor “Feedback Social”, sendo a primeira positiva e fraca, e a segunda positiva e moderada; e (iii) existe uma relação positiva e moderada entre a dimensão da motivação para a leitura “Razões Sociais” e a dimensão da auto-percepção de leitor “Comparação Social”. No que concerne à relação entre a motivação para a leitura e o desempenho em leitura, o estudo permitiu concluir que a segunda variável apresenta um efeito significativo na primeira, sendo o grupo com melhor desempenho em leitura o mais motivado para a leitura na dimensão “Razões Sociais”. Nas restantes dimensões não se verificou um efeito significativo entre o grupo com melhor desempenho e o grupo com um desempenho menos positivo em leitura. Quanto à relação entre a auto-percepção de leitor e o desempenho em leitura, verificou-se que esta útlima variável tem um efeito significativo na primeira nas dimensões da “Comparação Social” e “Feedback Social”, favorável aos alunos com melhor desempenho.
The present study concerns reading motivation, reader`s self perception and reading performance. It had three main objectives: (i) to analyze the relationship between reading motivation and reader`s self-perception, (ii) to explore the relationship between reading motivation and reading performance, and (iii) to analyze the relationship between reader`s self-perception and reading performance. This study involved the participation of 91 students of a private school in Lisbon attending the fourth year of schooling, to whom two questionnaires were applied: a questionnaire of reading motivation and a reader`s self-perception scale. In addition, the teachers of the four classes of the referred school year were also given a questionnaire on the students` reading performance. The results demonstrated that: (i) there is a significant correlation of the dimensions of reading motivation "Pleasure" and "Curiosity" to the dimension of reader`s self-perception "Feelings", which is positive and moderate; (ii) there is a positive relationship of the dimensions of reading motivation "Social Recognition" and "Social Reasons" with the dimension of Reader`s self-perception "Social Feedback", the first of which is positive and weak, while the second is positive and moderate; and (iii) there is a moderate positive relationship between the dimension of reading motivation "Social Reasons" and the dimension of reader`s self-perception "Social Comparison”. Regarding the relationship between reading motivation and reading performance, this study concluded that the second variable has a significant effect on the first one, with the group with better reading performing corresponding to higher reading motivation in the dimension "Social Reasons”. In the remaining dimensions, the study did not conclude on the existence of a significant effect between the group with better performance and the group with a less positive reading performance. As for the relationship between reader`s self-perception and reading performance, it was found that this last variable has a significant effect on the first one in the dimensions of "Social Comparison" and "Social Feedback", favorable to students with better performance.
The present study concerns reading motivation, reader`s self perception and reading performance. It had three main objectives: (i) to analyze the relationship between reading motivation and reader`s self-perception, (ii) to explore the relationship between reading motivation and reading performance, and (iii) to analyze the relationship between reader`s self-perception and reading performance. This study involved the participation of 91 students of a private school in Lisbon attending the fourth year of schooling, to whom two questionnaires were applied: a questionnaire of reading motivation and a reader`s self-perception scale. In addition, the teachers of the four classes of the referred school year were also given a questionnaire on the students` reading performance. The results demonstrated that: (i) there is a significant correlation of the dimensions of reading motivation "Pleasure" and "Curiosity" to the dimension of reader`s self-perception "Feelings", which is positive and moderate; (ii) there is a positive relationship of the dimensions of reading motivation "Social Recognition" and "Social Reasons" with the dimension of Reader`s self-perception "Social Feedback", the first of which is positive and weak, while the second is positive and moderate; and (iii) there is a moderate positive relationship between the dimension of reading motivation "Social Reasons" and the dimension of reader`s self-perception "Social Comparison”. Regarding the relationship between reading motivation and reading performance, this study concluded that the second variable has a significant effect on the first one, with the group with better reading performing corresponding to higher reading motivation in the dimension "Social Reasons”. In the remaining dimensions, the study did not conclude on the existence of a significant effect between the group with better performance and the group with a less positive reading performance. As for the relationship between reader`s self-perception and reading performance, it was found that this last variable has a significant effect on the first one in the dimensions of "Social Comparison" and "Social Feedback", favorable to students with better performance.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Motivação para a leitura Auto-percepção de leitor Desempenho em leitura Reading motivation Reader`s self perception Reading performance