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Relação entre a perceção de suporte do professor, a motivação intrínseca e a satisfação das necessidades psicológicas básicas, em alunos do 3º ciclo e do ensino secundário
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Abstract(s)
O presente estudo foi desenvolvido à luz dos pressupostos da Teoria da Autodeterminação que defende a pertinência e influência dos contextos educativos no processo de aprendizagem do aluno e no seu bem-estar psicológico. Neste âmbito, o estudo procurou compreender a relação entre a perceção dos alunos do suporte do seu professor, a motivação e as necessidades psicológicas básicas no desempenho de atividades escolares em alunos do 3º Ciclo e do Secundário. A amostra deste estudo é constituída por 969 alunos, com idades compreendidas entre os 11 e os 22 anos, sendo 528 do sexo feminino e 431 do sexo masculino. 59,4% dos alunos frequentavam o 3º Ciclo e 40,5% estavam no Secundário, em duas escolas nos Açores. Os dados foram recolhidos mediante uma versão traduzida e adaptada das escalas Intrinsic Motivation Inventory (Monteiro, Mata, & Peixoto, 2015), do Basic Psychological Need Satisfaction and Frustration (Chen et al., 2015) e do Learning Climate Questionnaire (Williams & Deci, 1996). Os resultados revelam que os alunos que percecionam mais o suporte por parte do professor são os que apresentam melhores níveis de motivação e satisfação das necessidades psicológicas básicas. Os alunos do 3º Ciclo demonstram ter mais prazer e perceção de autonomia na sala de aula, e os do Secundário revelam maior satisfação nos relacionamentos com os colegas/professor. Conclui-se assim que um contexto educativo onde o professor vise o desenvolvimento da autonomia do aluno e suporte as suas necessidades promove a motivação para a aprendizagem e o bem-estar psicológico dos alunos.
ABSTRACT: The present study was developed considering the assumptions of the Self-Determination Theory, which defends the relevance and influence of the educational contexts in the student's learning process and in their psychological well-being. In this context, the study sought to understand the relationship between the students' perception of their teacher's support, motivation and basic psychological needs in school activities’ performance in students of the 3rd cycle of elementary school and high school. The sample consists of 969 students, aged between 11 and 22 years, 528 of whom were female and 431 were males. 59.4% of the students attended the 3rd cycle of the elementary school and 40.5% were in high school, in two schools in the Azores. Data were collected through a translated and adapted version of the Intrinsic Motivation Inventory (Monteiro, Mata, & Peixoto, 2015), the Basic Psychological Need Satisfaction and Frustration (Chen et al., 2015) and the Learning Climate Questionnaire (Williams & Deci, 1996). Results reveal that the students who perceive more support by the teacher are those who present better levels of motivation and basic psychological needs satisfaction. Students in the 3rd cycle of elementary school display more enjoyment and perceived autonomy in the classroom, and high school students show more relatedness satisfaction with colleagues/teacher. It is therefore concluded that an educational context where the teacher aims at the development of the student's autonomy and supports their needs promotes motivation for learning and the psychological well-being of the students.
ABSTRACT: The present study was developed considering the assumptions of the Self-Determination Theory, which defends the relevance and influence of the educational contexts in the student's learning process and in their psychological well-being. In this context, the study sought to understand the relationship between the students' perception of their teacher's support, motivation and basic psychological needs in school activities’ performance in students of the 3rd cycle of elementary school and high school. The sample consists of 969 students, aged between 11 and 22 years, 528 of whom were female and 431 were males. 59.4% of the students attended the 3rd cycle of the elementary school and 40.5% were in high school, in two schools in the Azores. Data were collected through a translated and adapted version of the Intrinsic Motivation Inventory (Monteiro, Mata, & Peixoto, 2015), the Basic Psychological Need Satisfaction and Frustration (Chen et al., 2015) and the Learning Climate Questionnaire (Williams & Deci, 1996). Results reveal that the students who perceive more support by the teacher are those who present better levels of motivation and basic psychological needs satisfaction. Students in the 3rd cycle of elementary school display more enjoyment and perceived autonomy in the classroom, and high school students show more relatedness satisfaction with colleagues/teacher. It is therefore concluded that an educational context where the teacher aims at the development of the student's autonomy and supports their needs promotes motivation for learning and the psychological well-being of the students.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Psicologia Educacional
Keywords
Motivação Necessidades psicológicas básicas Perceção de suporte do professor Ciclo de estudos Motivation Basic psychological needs Perception of teacher support Cycle of studies