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Publication
"Quando for grande quero ser futebolista": Motivação e autoconceito em atletas-estudantes, estudantes-desportistas e estudantes não-desportistas
Advisor(s)
Abstract(s)
No presente estudo tivemos como objetivos analisar o autoconceito académico e físico,
a orientação motivacional para o desporto e para as aprendizagens escolares em três
grupos de estudantes: estudantes-desportistas (praticantes de desporto por lazer),
estudantes não-desportistas (não praticantes de qualquer desporto) e atletas-estudantes
(praticantes de desporto de alta competição). Participaram neste estudo 150 alunos que
frequentavam o 3º ciclo do ensino básico. Os instrumentos utilizados foram o Physical
Self-Description Questionnaire (PSDQ) para avaliar o autoconceito físico, a Escala de
Autoconceito Académico e Autoestima de Peixoto e Almeida, a Escala de Orientação
Motivacional de Skaalvik, para avaliar as orientações motivacionais para as
aprendizagens escolares e o Task and Ego Orientation in Sport Questionnaire (TEOSQ)
para avaliar as orientações motivacionais para o desporto. Os resultados obtidos
demonstraram a existência de um efeito significativo da variável Grupo de Estudantes
na variável autoconceito em que, para o autoconceito académico, são os estudantesdesportistas
que apresentam valores mais elevados e, para o autoconceito físico, são os
os atletas-estudantes que obtiveram os valores mais elevados. O efeito da variável
Grupo de Estudantes também é significativo na orientação motivacional (desporto e
aprendizagens escolares). Encontraram-se algumas correlações positivas e significativas
entre o autoconceito (académico e físico) e as orientações motivacionais (desporto e
aprendizagens escolares) nos diferentes grupos de estudantes. Não se encontraram
quaisquer relações entre as orientações motivacionais para o desporto e as orientações
motivacionais para as aprendizagens escolares.
ABSTRACT: The present study’s objectives were to analyze the physical and academic self-concept, and the orientation for sport and academic learning in three groups of students: students -athletes (students whom practice sports for leisure), student non-athletes (students whom don’t practice any sport) and athletes-students (students whom practice elite sports). The sample had 150 students who attended the 3rd cycle of basic education. The instruments used were the Physical Self -Description Questionnaire (PSDQ) to assess the physical self-concept, the Academic Self-Concept and Self-Esteem Scale of Peixoto and Almeida, to assess the academic self-concept and self-esteem, Motivational Orientation Scale of Skaalvik to assess the motivational orientations for academic learning and Task and Ego orientation in Sport Questionnaire (TEOSQ) to assess the motivational orientations for sport. The results showed the existence of a significant effect of the variable Group of Students in the variable self-concept. For the academic self-concept , the group of student-athletes had higher values, however for the physical self-concept it was the group of athletes-student who obtained higher values. The effect of the variable Student Group is also significant in motivational orientation (sport and academic learning). We found some significant positive correlations between selfconcept (academic and physical) and motivational orientations (sport and academic learning) in different groups of students. We couldn’t found any relationship between motivational orientations for sport and motivational orientations for academic learning.
ABSTRACT: The present study’s objectives were to analyze the physical and academic self-concept, and the orientation for sport and academic learning in three groups of students: students -athletes (students whom practice sports for leisure), student non-athletes (students whom don’t practice any sport) and athletes-students (students whom practice elite sports). The sample had 150 students who attended the 3rd cycle of basic education. The instruments used were the Physical Self -Description Questionnaire (PSDQ) to assess the physical self-concept, the Academic Self-Concept and Self-Esteem Scale of Peixoto and Almeida, to assess the academic self-concept and self-esteem, Motivational Orientation Scale of Skaalvik to assess the motivational orientations for academic learning and Task and Ego orientation in Sport Questionnaire (TEOSQ) to assess the motivational orientations for sport. The results showed the existence of a significant effect of the variable Group of Students in the variable self-concept. For the academic self-concept , the group of student-athletes had higher values, however for the physical self-concept it was the group of athletes-student who obtained higher values. The effect of the variable Student Group is also significant in motivational orientation (sport and academic learning). We found some significant positive correlations between selfconcept (academic and physical) and motivational orientations (sport and academic learning) in different groups of students. We couldn’t found any relationship between motivational orientations for sport and motivational orientations for academic learning.
Description
Dissertação de Mestrado em Psicologia Educacional apresentada ao ISPA - Instituto Universitário
Keywords
Motivação Autoconceito Desporto Aprendizagens escolares Motivation Self-concept Sport Academic learning