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Relações entre as expectativas dos professores, o autoconceito, a motivação e os resultados escolares em alunos no 5º ano de escolaridade
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Abstract(s)
O presente estudo teve como objectivo compreender as relações existentes entre as expectativas dos professores e o autoconceito, a motivação e os resultados escolares dos seus alunos. Mais concretamente, procurou-se compreender: se existiam diferenças nos níveis de expectativas dos professores e se essas diferenças influenciam os níveis de motivação dos alunos; se as relações existentes entre as expectativas dos professores e os resultados escolares poderiam ser mediadas pelo autoconceito dos alunos; e se existiam diferenças significativas na magnitude das correlações entre as expectativas dos professores e os resultados dos alunos nas disciplinas de português e de matemática.
Participaram no estudo 294 estudantes do 5º ano de escolaridade e 28 professores, das duas disciplinas, de escolas da rede pública do distrito de Lisboa.
Para avaliar cada uma das variáveis utilizaram-se dois instrumentos: o Inventário de Motivação Intrínseca adaptado para a Matemática e para o Português e a Escala de Avaliação das Expectativas do Professor, desenvolvida para a presente investigação. Foram ainda recolhidas as notas finais do 1º e 3º períodos, nas duas disciplinas.
Os resultados obtidos mostraram que a variável expectativas dos professores se encontra positiva e significativamente relacionada com a motivação, o autoconceito e os resultados escolares dos estudantes; que não existem diferenças entre os níveis de motivação de acordo com a variação das expectativas dos professores; que a relação entre as expectativas e os resultados escolares pode ser mediada pelo autoconceito; e que existem diferenças significativas na magnitude das correlações entre as expectativas dos professores e os resultados dos estudantes nas duas disciplinas (Matemática e Português).
This study aimed to understand the relationships between teachers' expectations and their students' self-concept, motivation and school outcomes. It was also sought to understand: if there were differences in teachers’ expectation levels and if these diferences influence students' motivation levels; if the relationships between teachers’ expectation and school outcomes can be mediated by students' self-concept; and if there were significant differences in the magnitude of correlations between teacher expectations and student outcomes in Portuguese and Math. The participants included 294 students from the 5th grade and 28 teachers from both subjects, from public schools in the Lisbon district. To measure each of the variables, two instruments were used: the Intrinsic Motivation Inventory adapted for Mathematics and Portuguese and the Teacher Expectations Assessment Scale, developed for the present investigation. The final grades of the 1st and 3rd periods were also collected for the two subjects under analysis. The results showed that the teachers’ expectation variable is positively and significantly related to the students' motivation, self-concept and school outcomes; that there are no differences between students’ motivation levels according to teacher expectations variation; that the relationship between teachers’ expectations and outcomes may be mediated by self-concept; and that there are significant differences in the magnitude of correlations between teachers expectations and students outcomes, in both subjects.
This study aimed to understand the relationships between teachers' expectations and their students' self-concept, motivation and school outcomes. It was also sought to understand: if there were differences in teachers’ expectation levels and if these diferences influence students' motivation levels; if the relationships between teachers’ expectation and school outcomes can be mediated by students' self-concept; and if there were significant differences in the magnitude of correlations between teacher expectations and student outcomes in Portuguese and Math. The participants included 294 students from the 5th grade and 28 teachers from both subjects, from public schools in the Lisbon district. To measure each of the variables, two instruments were used: the Intrinsic Motivation Inventory adapted for Mathematics and Portuguese and the Teacher Expectations Assessment Scale, developed for the present investigation. The final grades of the 1st and 3rd periods were also collected for the two subjects under analysis. The results showed that the teachers’ expectation variable is positively and significantly related to the students' motivation, self-concept and school outcomes; that there are no differences between students’ motivation levels according to teacher expectations variation; that the relationship between teachers’ expectations and outcomes may be mediated by self-concept; and that there are significant differences in the magnitude of correlations between teachers expectations and students outcomes, in both subjects.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre na especialidade de Psicologia Educacional
Keywords
Expectativas dos professores Motivação Autoconceito Resultados escolares Teacher expectations Motivation Self Concept School outcomes