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Relação entre autonomia, desempenho académico, género e estilo de ensino do professor
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Abstract(s)
Este estudo prende-se com a análise da relação entre Autonomia e as variáveis Desempenho Académico, Género e Estilo de Ensino do Professor. Contámos com a participação de 179 alunos (88 rapazes e 91 raparigas) do 4º ano de escolaridade. Recorremos a dois instrumentos distintos: um deles para avaliar a autonomia – Questionário de Auto-Regulação A; outro que remete para o estilo de ensino do professor – Questionário “A minha sala de aula”. Paralelamente, obteve-se dos professores a indicação dos alunos com melhor / pior aproveitamento escolar nas diferentes turmas.
De forma coincidente com investigações anteriores, verificaram-se diferenças significativas ao nível da autonomia entre os educandos: aqueles cujos resultados escolares eram muito positivos apresentaram maior autonomia do que os seus colegas com fraco desempenho académico. Relativamente ao Género, as raparigas revelaram-se mais autónomas do que os rapazes. Já os resultados e análises referentes ao Estilo de Ensino do Professor provaram ser inconclusivos.
ABSTRACT: This study focuses on the relationship between Autonomy and three other variables – Academic Performance, Gender and Teaching Style. Its participants were 179 children from primary schools (88 male and 91 female). We used “Academic Self Regulation Questionnaire” to assess children’s autonomy and “My Classroom Questionnaire” to know about students’ perception of their teachers’ teaching style. In addition, we asked each teacher to mention the students with the best and the worst results in class. Accordingly to previous researches, we noticed that the most successful students scored significantly higher on autonomy than did their mates whose academic results were low. Besides, we concluded that girls were more autonomous than boys. Concerning the teacher’s teaching style, no significant results were achieved.
ABSTRACT: This study focuses on the relationship between Autonomy and three other variables – Academic Performance, Gender and Teaching Style. Its participants were 179 children from primary schools (88 male and 91 female). We used “Academic Self Regulation Questionnaire” to assess children’s autonomy and “My Classroom Questionnaire” to know about students’ perception of their teachers’ teaching style. In addition, we asked each teacher to mention the students with the best and the worst results in class. Accordingly to previous researches, we noticed that the most successful students scored significantly higher on autonomy than did their mates whose academic results were low. Besides, we concluded that girls were more autonomous than boys. Concerning the teacher’s teaching style, no significant results were achieved.
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Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Autonomia Desempenho académico Género e estilo de ensino do professor Autonomy Academic performance Gender and teaching style