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Orientações motivacionais e conceções de avaliação de estudantes do ensino superior
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Abstract(s)
Este estudo foi realizado com 323 estudantes do ensino superior privado, a frequentarem a licenciatura (1º, 2º e 3º anos) do curso de psicologia, com o intuito de caraterizar as orientações motivacionais e as conceções de avaliação destes/as estudantes de acordo com o sexo e ano de frequência do curso e, adicionalmente, verificar se existiam relações entre as orientações motivacionais e as conceções acerca da avaliação dos/as mesmos/as. Desta forma, foi realizada uma investigação de caráter quantitativo, tendo sido utilizados dois questionários: a Escala da Motivação Académica (EMA) e o Students’ Conceptions of Assessment VI (SCoA VI). Os principais resultados encontrados sugerem que a orientação motivacional dos/as estudantes apresenta maioritariamente uma regulação identificada, sendo que a motivação autónoma registada apresenta um decréscimo do 1º para o 2º ano da licenciatura. Também verificamos que o sexo feminino apresenta uma motivação mais controlada do que o sexo masculino, demonstrando as mulheres uma autonomia relativa superior aos homens. Constatamos também que os estudantes e, em especial, as estudantes, concetualizam a avaliação como contribuindo para melhorar a sua aprendizagem, sendo que há uma tendência para o decréscimo das conceções de melhoria e emoção turma ao longo dos anos, e um aumento das conceções de irrelevância atribuídas à avaliação. Por fim, observamos que estudantes motivados/as de forma autónoma apresentam mais conceções de avaliação de melhoria.
This study was carried out with 323 undergraduate students, attending a three-year degree in psychology at a private university. The purpose of this study was to characterize the motivational orientations and conceptions of assessment of these students according to their sex and year and, additionally, verify if there was a relationship between their motivational orientations and conceptions of assessment. Thus, we conducted a quantitative research using two questionnaires: Academic Motivation Scale (AMS) and Students’ Conceptions of Assessment VI (SCoA VI). The main results suggest that students’ motivational orientation exhibits, mainly, an identified regulation. We also found that students’ autonomous motivation shows a decrease from the 1st to the 2nd year. Furthermore, we found that male students are more autonomously motivated than female students, although they exhibit a superior relative autonomy. Moreover, we found that university students, especially female students, conceptualize assessment as contributing to improve their learning, being that there’s a tendency towards a decrease in the improvement and class affect conceptions over the years and an increase in irrelevance conceptions of assessment. Lastly, we noted that autonomously motivated students present more conceptions of assessment of improvement.
This study was carried out with 323 undergraduate students, attending a three-year degree in psychology at a private university. The purpose of this study was to characterize the motivational orientations and conceptions of assessment of these students according to their sex and year and, additionally, verify if there was a relationship between their motivational orientations and conceptions of assessment. Thus, we conducted a quantitative research using two questionnaires: Academic Motivation Scale (AMS) and Students’ Conceptions of Assessment VI (SCoA VI). The main results suggest that students’ motivational orientation exhibits, mainly, an identified regulation. We also found that students’ autonomous motivation shows a decrease from the 1st to the 2nd year. Furthermore, we found that male students are more autonomously motivated than female students, although they exhibit a superior relative autonomy. Moreover, we found that university students, especially female students, conceptualize assessment as contributing to improve their learning, being that there’s a tendency towards a decrease in the improvement and class affect conceptions over the years and an increase in irrelevance conceptions of assessment. Lastly, we noted that autonomously motivated students present more conceptions of assessment of improvement.
Description
Dissertação de Mestrado apresentada no ISPA- Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Orientações motivacionais Conceções de avaliação Estudantes do ensino superior Motivational orientations Conceptions of assessment Higher education students