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Disrupção escolar, desempenho académico, regulação para a aprendizagem e clima de sala de aula em matemática : Que relações?
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Abstract(s)
Este estudo teve como objectivo analisar a relação entre comportamentos disruptivos, desempenho académico, regulação para a aprendizagem e percepção de clima de sala de aula em alunos do 3º Ciclo do Ensino Básico, tendo como interesse particular a disciplina de Matemática. Para tal, participaram 147 alunos do 3º Ciclo com idades compreendidas entre os 11 e os 16 anos. A partir dos resultados obtidos neste estudo constata-se que: 1) os alunos que se percepcionam como menos disruptivos apresentam uma regulação para a aprendizagem mais intrínseca, revelam ter uma percepção do clima de sala de aula mais positiva e têm melhor desempenho académico que os seus colegas que se percepcionam como mais disruptivos; 2) existe uma correlação positiva e significativa entre a percepção do clima de sala de aula positivo e níveis de regulação para a aprendizagem mais intrínsecos; 3) os alunos com melhor desempenho académico apresentam uma percepção de clima de sala de aula mais positiva e níveis de regulação para a aprendizagem mais intrínsecos.
ABSTRACT------This study aimed to analyze the relationship between disruptive behavior, academic performance, regulation for learning and perceptions of the classroom climate within 3rd cycle of basic education students, with particular interest to the discipline of Mathematics. To this end, the study relies on a sample of 147 participants with ages between 11 and 16 years old. From the results obtained in this study it is observed that: 1) students who perceive themselves as less disruptive reveal a more intrinsic regulation for learning, display a perception of the climate of the classroom as more positive and have better academic performance than students who perceive themselves as more disruptive; 2) there is a positive and significant correlation between the perception of a positive classroom climate and more intrinsic regulation levels for learning; 3) students with better academic performance perceive the classroom climate as more positive and reveal more intrinsic regulation levels for learning.
ABSTRACT------This study aimed to analyze the relationship between disruptive behavior, academic performance, regulation for learning and perceptions of the classroom climate within 3rd cycle of basic education students, with particular interest to the discipline of Mathematics. To this end, the study relies on a sample of 147 participants with ages between 11 and 16 years old. From the results obtained in this study it is observed that: 1) students who perceive themselves as less disruptive reveal a more intrinsic regulation for learning, display a perception of the climate of the classroom as more positive and have better academic performance than students who perceive themselves as more disruptive; 2) there is a positive and significant correlation between the perception of a positive classroom climate and more intrinsic regulation levels for learning; 3) students with better academic performance perceive the classroom climate as more positive and reveal more intrinsic regulation levels for learning.
Description
Dissertação de mestrado apresentada ao ISPA - Instituto Superior
Keywords
Comportamentos disruptivos Desempenho académico Regulação para a aprendizagem Clima de sala de aula Matemática Disruptive behavior Academic performance Learning regulation Classroom climate Mathematics