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Relações entre o envolvimento com a leitura e a motivação para a leitura, em alunos do 2º ciclo do ensino básico
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Abstract(s)
A leitura é actualmente, contemplada como uma competência que envolve aspectos cognitivos, sociais, motivacionais e afectivos (Guthrie & Wigfield, 1999; Henk & Melnick, 1995).
Neste trabalho procurámos analisar e caracterizar a relação existente entre o envolvimento com a leitura nas crianças e a sua motivação para a leitura, adicionalmente também analisámos como estes dois construtos se relacionavam com o género e o desempenho dos alunos na disciplina de Língua Portuguesa.
Para este estudo utilizámos uma amostra de 123 alunos do segundo Ciclo do Ensino Básico, aos quais foram aplicados dois questionários: Questionário de Envolvimento com a leitura “As minhas Leituras” e a Escala de Motivação para a Leitura “Eu e a Leitura”. Procedeu-se a uma caracterização da amostra quanto ao seu envolvimento com a leitura e a sua motivação para a leitura.
Os resultados indicam a existência de uma correlação positiva entre os hábitos de leitura das crianças e em algumas dimensões na motivação para a leitura. No que respeita aos hábitos de leitura e desempenho na disciplina de Língua Portuguesa verifica-se a existência de diferenças significativas entre grupos, sendo que os alunos com melhores notas evidenciam hábitos de leitura mais frequentes. Neste estudo não se verificou nenhuma relação entre o género e as variáveis motivação para a leitura e hábitos de leitura.
Reading is, at the presente, seen as an ability that envolves cognitive, social, motivacional and affective componentes (Guthrie & Wigfield, 1999; Henk & Melnick, 1995). In this study, we sought to analyze and characterize the relationship between reading engagement and motivation for reading, additionally we also analyzed how these two constructs are related to gender and performance of students in the discipline of Portuguese Language. For this study we used a sample of 123 students attending the first and second years of Middle school, which were administered two questionnaires: Questionnaire reading engagement and the Motivation Scale for Reading. There has been a characterization of the sample regarding their reading engagement and their motivation to read. The results show the existence of a positive correlation between the reading habits of children and in some dimensions in their motivation to read. With regard to reading habits and performance in the discipline of Portuguese Language there is the existence of significant differences between groups, and it is shown that students with more frequent reading habits have better grades. In this study there was no relationship between gender and the variables motivation to read and reading habits.
Reading is, at the presente, seen as an ability that envolves cognitive, social, motivacional and affective componentes (Guthrie & Wigfield, 1999; Henk & Melnick, 1995). In this study, we sought to analyze and characterize the relationship between reading engagement and motivation for reading, additionally we also analyzed how these two constructs are related to gender and performance of students in the discipline of Portuguese Language. For this study we used a sample of 123 students attending the first and second years of Middle school, which were administered two questionnaires: Questionnaire reading engagement and the Motivation Scale for Reading. There has been a characterization of the sample regarding their reading engagement and their motivation to read. The results show the existence of a positive correlation between the reading habits of children and in some dimensions in their motivation to read. With regard to reading habits and performance in the discipline of Portuguese Language there is the existence of significant differences between groups, and it is shown that students with more frequent reading habits have better grades. In this study there was no relationship between gender and the variables motivation to read and reading habits.
Description
Dissertação de Mestrado em Psicologia Educacional apresentada ao ISPA - Instituto Universitário
Keywords
Envolvimento com a leitura Motivação para a leitura Desempenho na disciplina língua portuguesa Género Reading engagement Motivation to read Performance in the portuguese language discipline Gender