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Motivação e hábitos de leitura em alunos do 4º ano : como se sentem os alunos e como fazem os professores?
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Abstract(s)
Este trabalho teve como objetivos principais: (1) caracterizar hábitos de leitura e
entender a sua relação com a motivação para a leitura e o desempenho leitor em crianças
do 4.º ano; (2) caracterizar as práticas e estratégias de promoção de hábitos de leitura
utilizadas pelos professores. Esta investigação engloba dois estudos complementares. Um
dos estudos (estudo 1) foi realizado com 120 crianças a frequentarem o 4.º ano de
escolaridade com idades compreendidas entre os 9 e os 10 anos de idade. O outro estudo
(estudo 2) teve a participação de 113 professores do 1º ciclo de várias regiões do país.
Foram utilizados como instrumentos no estudo 1, uma escala de motivação para a leitura
e um questionário hábitos e práticas de leitura, respondidos pelos alunos. Para além disso
usou-se um questionário para avaliar o desempenho do aluno em leitura preenchido pelos
respetivos professores. No estudo 2, o instrumento utilizado contemplava um questionário
de autoeficácia docente e um de caraterização de práticas e estratégias de leitura utilizadas
para a promoção da leitura com os seus alunos. Os principais resultados evidenciaram que
os alunos com mais hábitos de leitura se mostraram mais motivados intrinsecamente, com
maior autoeficácia e uma menor dificuldade percebida face à leitura. Os alunos mais
motivados intrinsecamente, com maior autoeficácia e com menor dificuldade na leitura,
apresentaram níveis mais elevados de desempenho em leitura. Os professores enunciaram
não só, uma diversidade de práticas e estratégias para a promoção da leitura e para a
motivação dos alunos, mas também as dificuldades que sentem. Na avaliação da
autoeficácia dos professores, mais de metade destes docentes revelaram ser bastante
autoeficazes em relação às práticas e estratégias adotadas em sala de aula com os seus
alunos.
This work had main objectives: (1) to characterize reading habits and understand their relationship with motivation for reading and reading performance in 4th grade children; (2) characterize the practices and strategies for promoting reading habits used by teachers. This investigation encompasses two complementary studies. One of the studies (study 1) was carried out with 120 children attending the 4th year of schooling, aged between 9 and 10 years old. The other study (study 2) had the participation of 113 1st cycle teachers from various regions of the country. As instruments in study 1, a reading motivation scale and a reading habits and practices questionnaire were used, answered by the students. In addition, a questionnaire was used to assess student performance in reading, completed by the respective teachers. In study 2, the instrument used included a teacher self-efficacy questionnaire and a characterization of reading practices and strategies used to promote reading with their students. The main results showed that students with more reading habits were more intrinsically motivated, with greater self-efficacy and less perceived difficulty in reading. Students who are more intrinsically motivated, with greater self-efficacy and with less difficulty in reading, had higher levels of reading performance. Teachers enunciated not only a variety of practices and strategies for promoting reading and motivating students, but also the difficulties they experience. In the assessment of teachers' self-efficacy, more than half of these teachers revealed to be quite self-effective in relation to the practices and strategies adopted in the classroom with their students.
This work had main objectives: (1) to characterize reading habits and understand their relationship with motivation for reading and reading performance in 4th grade children; (2) characterize the practices and strategies for promoting reading habits used by teachers. This investigation encompasses two complementary studies. One of the studies (study 1) was carried out with 120 children attending the 4th year of schooling, aged between 9 and 10 years old. The other study (study 2) had the participation of 113 1st cycle teachers from various regions of the country. As instruments in study 1, a reading motivation scale and a reading habits and practices questionnaire were used, answered by the students. In addition, a questionnaire was used to assess student performance in reading, completed by the respective teachers. In study 2, the instrument used included a teacher self-efficacy questionnaire and a characterization of reading practices and strategies used to promote reading with their students. The main results showed that students with more reading habits were more intrinsically motivated, with greater self-efficacy and less perceived difficulty in reading. Students who are more intrinsically motivated, with greater self-efficacy and with less difficulty in reading, had higher levels of reading performance. Teachers enunciated not only a variety of practices and strategies for promoting reading and motivating students, but also the difficulties they experience. In the assessment of teachers' self-efficacy, more than half of these teachers revealed to be quite self-effective in relation to the practices and strategies adopted in the classroom with their students.
Description
Dissertação de Mestrado apresentada no
ISPA – Instituto Universitário para obtenção de grau
de Mestre na especialidade de Psicologia
Educacional.
Keywords
Hábitos de leitura Motivação para a leitura Desempenho leitor Práticas Estratégias Reading habits Motivation for reading Reader performance Practices and strategies