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Publication
Motivação para a língua portuguesa e sua relação com o Género, Ano de escolaridade, Sucesso e Clima de sala de aula, em alunos do 6º e do 9º ano de escolaridade.
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Advisor(s)
Abstract(s)
No presente estudo tivemos como objectivos analisar as relações entre a motivação
para a Língua Portuguesa, o género, ano de escolaridade, desempenho e a percepção do clima
de sala de aula. Participaram neste trabalho 233 alunos que frequentavam o 6º e o 9º ano de
escolaridade. Para avaliar a motivação para a Língua Portuguesa foi utilizada a escala “Eu e a
Língua Portuguesa” e para avaliar a percepção de clima de sala de aula a escala “Na sala de
Língua Portuguesa”. Os resultados obtidos revelaram a existência de uma relação significativa
da variável género apenas para a dimensão Pressão, sendo que os alunos do género masculino
sentem mais pressão na disciplina, ao nível do ano de escolaridade. Verificou-se também que
existe um declínio dos níveis motivacionais com o aumento do ano de escolaridade. Quanto
ao desempenho verificámos que, os alunos com repetências apresentaram níveis de motivação
mais baixos, do que os alunos sem repetências. Relativamente á percepção do clima de sala de
aula, verificou-se que, quanto mais positiva era a percepção do clima de sala de aula em
Língua Portuguesa, mais elevados eram os níveis de motivação e vice-versa.
ABSTRACT: The objective of this study was analyse the relationship between the motivation for mathematics, gender, school’s year, performance and classroom context in students in secondary education. This study was developed with 297 participants who (58) year of school. From those, 140 belong to male gender and 157 to feminine gender. The Scale “Me and Mathematics” was utilized to analyse the motivational levels and the Scale “In the Mathematic Classroom” was utilized to evaluate the perception of students about classroom context. All hypothesis used in this study were statistical verified. The results show for differences between gender and motivation to mathematics, with males showing higher values than females in the motivation for mathematics. It was also noted that students with better performance in mathematics had higher motivational levels. We also verified the there is a positive and strong correlation between the motivation mathematics and the support given by the teacher to the students as well as a strong and positive correlation between motivation and the attitudes in relation to mathematics.
ABSTRACT: The objective of this study was analyse the relationship between the motivation for mathematics, gender, school’s year, performance and classroom context in students in secondary education. This study was developed with 297 participants who (58) year of school. From those, 140 belong to male gender and 157 to feminine gender. The Scale “Me and Mathematics” was utilized to analyse the motivational levels and the Scale “In the Mathematic Classroom” was utilized to evaluate the perception of students about classroom context. All hypothesis used in this study were statistical verified. The results show for differences between gender and motivation to mathematics, with males showing higher values than females in the motivation for mathematics. It was also noted that students with better performance in mathematics had higher motivational levels. We also verified the there is a positive and strong correlation between the motivation mathematics and the support given by the teacher to the students as well as a strong and positive correlation between motivation and the attitudes in relation to mathematics.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Motivação Desempenho Clima de sala de aula Motivation Mathematic Classroom context