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O autoconceito académico, a motivação académica, o sucesso académico e as expectativas de alunos do secundário geral e profissional
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Advisor(s)
Abstract(s)
A presente investigação teve como objetivos analisar o autoconceito académico, a motivação
académica, o sucesso académico e as expectativas de alunos do ensino secundário geral e
profissional. Participaram neste estudo 279 alunos que frequentavam o último ano do ensino
secundário. Os instrumentos utilizados foram um questionário sociodemográfico, a escala de
autoconceito académico para adolescentes e a escala de motivação académica para o ensino
secundário. Os resultados obtidos demonstraram que (1) não existem diferenças significativas
nos níveis de autoconceito académico entre os dois tipos de ensino; (2) os níveis de motivação
diferem de acordo com o tipo de ensino frequentado, sendo que os alunos do ensino
profissional apresentam níveis de desmotivação mais elevados mas, são, também, os alunos
mais motivados intrinsecamente; (3) existe uma associação linear significativa positiva entre os
níveis de autoconceito académico e os níveis de motivação académica extrínseca e intrínseca e
uma associação linear significativa negativa entre os níveis de autoconceito académico e os
níveis de amotivação, independentemente do tipo de ensino; (4) existe uma associação entre o
tipo de ensino e o sucesso académico, quando medido em reprovações do 5º ao 9º ano e
quando medido em reprovações no secundário, ambas a favor dos alunos do ensino geral; (5)
não existem diferenças significativas entre alunos com e sem reprovações no ensino
profissional e no ensino geral verificam-se apenas para o autoconceito académico, para a
amotivação e motivação mais extrínseca; (6) existe uma associação entre o tipo de ensino e as
expectativas dos alunos do secundário, nomeadamente que os alunos do ensino geral
manifestam maior intenção para prosseguir os estudos; (7) existe uma associação entre as
expectativas dos alunos e os seus níveis de autoconceito académico e motivação académica.
ABSTRACT: The present investigation aimed to analyse the academic self-concept, academic motivation, academic success, and expectations of students in general and vocational secondary education. A total of 279 students in their final year of secondary education participated in this study. The instruments used were a sociodemographic questionnaire, the academic self-concept scale for adolescents, and the academic motivation scale for secondary education. The results demonstrated that (1) there are no significant differences in academic self-concept levels between the two types of education; (2) motivation levels differ according to the type of education, with vocational students exhibiting higher levels of amotivation but also being the most intrinsically motivated students; (3) there is a significant positive linear association between academic self-concept levels and both extrinsic and intrinsic academic motivation levels, and a significant negative linear association between academic self-concept levels and amotivation levels, regardless of the type of education; (4) there is an association between the type of education and academic success, when measured in retentions between 5 th and 9 th grade and when measured in retentions during secondary education, both favouring general education students; (5) there are no significant differences between students with and without retentions in vocational and general education, except for academic self-concept, amotivation, and subdimensions of extrinsic motivation; (6) there is an association between the type of education and secondary students' expectations, namely that students in general education show a greater intention to continue their studies; (7) there is an association between students' expectations and their levels of academic self-concept and academic motivation.
ABSTRACT: The present investigation aimed to analyse the academic self-concept, academic motivation, academic success, and expectations of students in general and vocational secondary education. A total of 279 students in their final year of secondary education participated in this study. The instruments used were a sociodemographic questionnaire, the academic self-concept scale for adolescents, and the academic motivation scale for secondary education. The results demonstrated that (1) there are no significant differences in academic self-concept levels between the two types of education; (2) motivation levels differ according to the type of education, with vocational students exhibiting higher levels of amotivation but also being the most intrinsically motivated students; (3) there is a significant positive linear association between academic self-concept levels and both extrinsic and intrinsic academic motivation levels, and a significant negative linear association between academic self-concept levels and amotivation levels, regardless of the type of education; (4) there is an association between the type of education and academic success, when measured in retentions between 5 th and 9 th grade and when measured in retentions during secondary education, both favouring general education students; (5) there are no significant differences between students with and without retentions in vocational and general education, except for academic self-concept, amotivation, and subdimensions of extrinsic motivation; (6) there is an association between the type of education and secondary students' expectations, namely that students in general education show a greater intention to continue their studies; (7) there is an association between students' expectations and their levels of academic self-concept and academic motivation.
Description
Dissertação de Mestrado apresentada no
ISPA – Instituto Universitário para
obtenção do grau de Mestre na
especialidade de Psicologia
Educacional.
Keywords
Autoconceito académico Motivação académica Ensino secundário geral e profissional Academic self-concept Academic motivation Secondary and vocational education