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Emoções, autoconceito, motivação e desempenho académico em crianças do 3º e 4º anos de escolaridade
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Abstract(s)
O presente estudo teve como principal objetivos caracterizar as emoções e analisar a sua
relação com algumas dimensões do autoconceito e da motivação para as aprendizagens, assim
como com o desempenho académico.
Participaram neste estudo, 110 crianças que frequentavam o 3º e o 4º anos de
escolaridade. Os instrumentos utilizados foram a adaptação portuguesa da Escala de
Autoconceito para crianças e pré-adolescentes de Susan Harter, uma Escala de Motivação para
as aprendizagens, uma Escala de Emoções de realização para crianças do 1º ciclo, e um
Questionário de Avaliação de Competências Académicas. Os principais resultados demonstram
que a emoção positiva de ativação relaciona-se positivamente com o autoconceito académico.
A autoestima surge relacionada negativamente com a emoção ativa negativa. Relativamente às
dimensões da motivação, o valor surge positivamente associado ao prazer nas aulas, à avaliação
e ao prazer geral. A competência percebida surge associada positivamente ao prazer na
avaliação e ao prazer geral. Por último a pressão/tensão aparece associada positivamente à
ansiedade nas aulas, à ansiedade na avaliação e ansiedade geral. No que diz respeito ao
desempenho académico, a competência a língua portuguesa surge negativamente associada à
ansiedade nas aulas; a matemática associada positivamente ao prazer na avaliação e o estudo
do meio relacionado negativamente com a ansiedade nas aulas.
ABSTRACT: The present study pretends to characterize the emotions and analysing the relations between them, with some self-concept dimensions, motivation for learning, and academic achievement. 110 children who frequented the 3rd and 4th grades participated in this study. The instruments used were the portuguese adaptation of the Self-Concept Scale for children and pre-teens from Susan Harter, a Motivation for Learning Scale, an adaptation of Emotional Scale - AEQ, and an Academic Skills Assessment Questionnaire. The major results show us that the pleasure is positively associated with academic self-concept. Self-esteem is negatively related with anxiety. The value appears positively associated with the pleasure in classes, evaluation and general pleasure. The perceived competence occur positively associated with pleasure in general. The pressure is associated positively to anxiety in classes, evaluation and general anxiety. At least, with regard to the academic performance, the competence in Portuguese language appears negatively associated to anxiety in classes; maths appears positively associated to the pleasure in evaluation, and the discipline “Estudo do Meio” appears negatively associated to anxiety in classes.
ABSTRACT: The present study pretends to characterize the emotions and analysing the relations between them, with some self-concept dimensions, motivation for learning, and academic achievement. 110 children who frequented the 3rd and 4th grades participated in this study. The instruments used were the portuguese adaptation of the Self-Concept Scale for children and pre-teens from Susan Harter, a Motivation for Learning Scale, an adaptation of Emotional Scale - AEQ, and an Academic Skills Assessment Questionnaire. The major results show us that the pleasure is positively associated with academic self-concept. Self-esteem is negatively related with anxiety. The value appears positively associated with the pleasure in classes, evaluation and general pleasure. The perceived competence occur positively associated with pleasure in general. The pressure is associated positively to anxiety in classes, evaluation and general anxiety. At least, with regard to the academic performance, the competence in Portuguese language appears negatively associated to anxiety in classes; maths appears positively associated to the pleasure in evaluation, and the discipline “Estudo do Meio” appears negatively associated to anxiety in classes.
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Keywords
Emoções Motivação Autoconceito Desempenho académico Crianças Emotions Motivation Self-concept Academic Children