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A aprendizagem da matemática no 2º ciclo do ensino básico : relações entre adaptabilidade aos erros, clima de erro, motivação, autoconceito e desempenho
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Os erros podem ser muito úteis para o desenvolvimento de competências e conhecimentos, desde que sejam entendidos e aproveitados como oportunidades de aprendizagem. O presente estudo teve como primeiro objetivo analisar as relações entre adaptabilidade dos alunos aos erros durante a aprendizagem académica, perceção de clima de erro em sala de aula, orientações motivacionais, autoconceito académico e desempenho a matemática. O segundo objetivo foi compreender o contributo de cada variável para cada um dos três aspetos da adaptabilidade dos alunos face aos erros. Participaram neste estudo 532 alunos a frequentar o 5º e 6º ano de escolaridade em quatro escolas da rede pública do concelho de Torres Vedras. A recolha de dados foi realizada através de questionários de autorrelato.
Os resultados obtidos evidenciaram relações positivas e significativas entre: ambas as reações adaptativas aos erros e desempenho académico; crenças adaptativas sobre os erros e ambas as reações adaptativas aos erros; desempenho académico e as várias dimensões da perceção de clima de erro, à exceção da dimensão análise de erros; reações adaptativas afetivo-motivacionais e orientação para a tarefa; reações adaptativas afetivo-motivacionais e importância atribuída ao autoconceito académico.
As crenças adaptativas sobre os erros e a orientação para a tarefa mostraram contribuir de forma significativa para a predição das reações adaptativas afetivo-motivacionais, enquanto que as reações adaptativas cognitivo-comportamentais foram significativamente preditas pelas reações afetivo-motivacionais e pelas crenças adaptativas sobre os erros. Por sua vez, as crenças adaptativas sobre os erros foram significativamente preditas pela orientação motivacional para a autodefesa e pelas reações cognitivo-comportamentais.
Errors can be very useful for the development of abilities and knowledge as long as they are perceived as learning opportunities and those opportunities are seized. The intent of this study was to analyze the relationships between students' adaptive individual dealing with errors during academic learning, perceived error climate in classroom, achievement goal orientations, academic self-concept and mathematical achievement. A second aim was to understand the contribution of those variables to each aspect of students' adaptive individual dealing with errors. Participants were 532 portuguese students attending public schools from grades 5 and 6. Data collection was executed through self-report questionnaires. The results showed positive and significant relationships between: both types of adaptive error reactions and academic achievement; positive beliefs about learning from errors and both types of adaptive error reactions; academic achievement and all perceived error climate dimensions, except for the analysis of errors dimension; affective-motivational adaptivity and mastery goal orientation; affective-motivational adaptivity and importance level given to academic self-concept. Hierarchical regression analysis has shown that positive error-related beliefs and mastery goal orientation significantly predict affective-motivational adaptivity of error reactions, while action adaptivity of error reactions were significantly predicted by adaptive affective-motivational reactions and positive error-related beliefs. Positive error-related beliefs were significantly predicted by self-defeating orientation and action adaptivity of error reactions.
Errors can be very useful for the development of abilities and knowledge as long as they are perceived as learning opportunities and those opportunities are seized. The intent of this study was to analyze the relationships between students' adaptive individual dealing with errors during academic learning, perceived error climate in classroom, achievement goal orientations, academic self-concept and mathematical achievement. A second aim was to understand the contribution of those variables to each aspect of students' adaptive individual dealing with errors. Participants were 532 portuguese students attending public schools from grades 5 and 6. Data collection was executed through self-report questionnaires. The results showed positive and significant relationships between: both types of adaptive error reactions and academic achievement; positive beliefs about learning from errors and both types of adaptive error reactions; academic achievement and all perceived error climate dimensions, except for the analysis of errors dimension; affective-motivational adaptivity and mastery goal orientation; affective-motivational adaptivity and importance level given to academic self-concept. Hierarchical regression analysis has shown that positive error-related beliefs and mastery goal orientation significantly predict affective-motivational adaptivity of error reactions, while action adaptivity of error reactions were significantly predicted by adaptive affective-motivational reactions and positive error-related beliefs. Positive error-related beliefs were significantly predicted by self-defeating orientation and action adaptivity of error reactions.
Description
Dissertação de Mestrado apresentada no ISPA-Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Adaptabilidade dos alunos aos erros Clima de erro de sala de aula Orientações motivacionais Autoconceito académico Adaptive individual dealing with errors Classroom error climate Achievement Goal orientations Academic self-concept