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Publication
Motivação para a matemática: sua relação com as necessidades básicas psicológicas de autonomia, suporte e competência
Advisor(s)
Abstract(s)
O presente estudo tem como objectivos analisar as relações entre a motivação para a
matemática e as necessidades psicológicas básicas de Autonomia, Competência e
Proximidade/Suporte do professor, e ainda analisar a relação entre a Motivação
Intrínseca nesta disciplina com o género e o desempenho académico dos alunos.
Participaram neste estudo 123 alunos que frequentavam o 8º ano de escolaridade de
várias escolas privadas do distrito de Lisboa. Os instrumentos utilizados foram a
escala “Porque é que eu faço as coisas” (SRQ-A), “O que sinto em relação à
matemática” (BPNS) e o “Suporte do professor em sala de aula” (LCQ). Os
resultados obtidos revelam correlações significativas e positivas entre a Motivação
Instrínseca e as necessidades psicológicas básicas de Percepção de Competência,
Percepção de Autonomia e Percepção de Proximidade/Suporte. Relativamente ao
género, as raparigas apresentaram níveis mais elevados de Motivação Intrínseca
comparativamente aos rapazes. No que respeita ao desempenho, foram encontradas
diferenças significativas entre esta variável e a Motivação Intrínseca sendo que os
melhores alunos apresentaram valores motivacionais intrínsecos mais elevados do que
os piores alunos.
The study aim’s to analyze the relationship between Motivation in learning mathematics and the Basic Psychological Needs of Competence, Autonomy and Relatedness/Support. It also analyzes the relationship between Motivation within the subject, with gender and students academic achievement. The sample consists of 123 students, attending the 8th grade of various private schools located in the district of Lisbon. The instruments used were “Why do I do things” (SRQ-A), “How I feel about mathematics” (BPNS) and “Teacher’s support in the classroom” (LCQ). Our findings indicate positive and significant correlations between Intrinsic Motivation and the Basic Psychological Needs of Perceived Competence, Perceived Autonomy and Perceived Proximity/Support. In respect to gender, the girls in our study obtained higher levels of Intrinsic Motivation comparatively to boys. In achievement we also found significant differences between Intrinsic Motivation and level of achievement in mathematics, our findings support that students with better achievement have higher levels of Intrinsic Motivation.
The study aim’s to analyze the relationship between Motivation in learning mathematics and the Basic Psychological Needs of Competence, Autonomy and Relatedness/Support. It also analyzes the relationship between Motivation within the subject, with gender and students academic achievement. The sample consists of 123 students, attending the 8th grade of various private schools located in the district of Lisbon. The instruments used were “Why do I do things” (SRQ-A), “How I feel about mathematics” (BPNS) and “Teacher’s support in the classroom” (LCQ). Our findings indicate positive and significant correlations between Intrinsic Motivation and the Basic Psychological Needs of Perceived Competence, Perceived Autonomy and Perceived Proximity/Support. In respect to gender, the girls in our study obtained higher levels of Intrinsic Motivation comparatively to boys. In achievement we also found significant differences between Intrinsic Motivation and level of achievement in mathematics, our findings support that students with better achievement have higher levels of Intrinsic Motivation.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto
Universitário para obtenção de grau de
Mestre na especialidade de Psicologia
Educacional.
Keywords
Motivação Necessidades psicológicas básicas Aprendizagem na matemática Motivation Basic Psychological Needs Learning