A qualidade da motivação dos alunos e o empenho nas aulas de Educação Física
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Data
2013
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A Teoria da Autodeterminação (SDT) tem sido utilizada como modelo teórico de suporte de diversos estudos, com aplicações em vários contextos, nomeadamente na educação
física. Nas aulas de educação física, existem alunos com diferentes níveis de competência e de envolvimento/participação; o que, segundo a literatura, estará relacionado com as recompensas materiais (externas) que afetam a motivação intrínseca dos mesmos, bem como a adoção de um estilo de vida ativo e saudável. Como tal, e sendo o objetivo principal deste
estudo, é necessário perceber a associação entre a qualidade de motivação dos alunos e o seu
envolvimento comportamental nas aulas de educação física e, ainda, perceber se o ciclo escolar e o género influenciam esta associação.
Neste estudo, participaram 1390 estudantes, pertencentes ao 3º ciclo e secundário, de
diferentes escolas da região de Lisboa e de Grândola. As idades variaram entre os 12 e os 18
anos. Para a recolha de dados foram utilizados os questionários PLOCQ (Perceived Locus of
Causality Questionnaire) e a Escala de Envolvimento na Educação Física (Engagement in PE).
Os resultados revelaram que as regulações mais autónomas estão positivamente correlacionadas com um maior envolvimento comportamental dos alunos nas aulas de educação física. O mesmo não se verificou para as regulações controladas, tendo estas
apresentado correlações negativas com o envolvimento comportamental. A associação entre a qualidade da motivação e o envolvimento comportamental não foi dependente do género nem do ciclo escolar.
Desta forma, podemos concluir que a motivação mais autónoma dos alunos para as aulas de educação física, de uma forma geral, encontra-se positivamente associada a um maior envolvimento comportamental, isto é, maior esforço, empenho, concentração. Os
rapazes apresentaram maiores níveis de motivação autónoma do que as raparigas. Quanto aos
ciclos escolares, o 3º ciclo apresentou-se com uma motivação mais autónoma do que o secundário, mas esta variável não influenciou a relação entre a motivação e o envolvimento comportamental nas aulas de educação física.
Self-determination theory (SDT) has been used as a theoretical model in several studies, applied in various contexts, including in physical education. In physical education classes there are students with different levels of competence and engagement, which, according to the literature, is related to material rewards (external) that affect students’ intrinsic motivation, as well as the adoption of an active and healthy lifestyle. Therefore, and being the main objective of this study, it is important to understand the association between students’ motivation quality and their engagement in physical education classes, and also to understand the influence of school grade and gender in this association. A total of 1390 students, belonging to the 3rd and secondary grades, of different schools in the region of Lisbon and Grândola, participated in the present study. Students’ ages ranged between 12 and 18 years-old. To collect data, the PLOCQ (Perceived Locus of Causality Questionnaire) and the Engagement in Physical Education Scale were used. Results revealed that the more autonomous regulations were positively correlated with a higher behavioral engagement of students in physical education classes. The same was not observed for controlled regulations, which showed negative correlations with engagement. The association between the students’ quality of motivation and engagement was not dependent on gender or school grade. As a result, it can be concluded that the students’ more autonomous motivations to physical education classes are, generally, positively associated with higher levels of behavioral engagement, i.e., greater effort, commitment, concentration.; Boys showed greater levels of autonomous motivation than girls. Regarding the school grade, students in the 3rd grade presented more autonomous motivation than those in the secondary grade, but this variable did not influence the relationship between motivation and engagement in physical education classes.
Self-determination theory (SDT) has been used as a theoretical model in several studies, applied in various contexts, including in physical education. In physical education classes there are students with different levels of competence and engagement, which, according to the literature, is related to material rewards (external) that affect students’ intrinsic motivation, as well as the adoption of an active and healthy lifestyle. Therefore, and being the main objective of this study, it is important to understand the association between students’ motivation quality and their engagement in physical education classes, and also to understand the influence of school grade and gender in this association. A total of 1390 students, belonging to the 3rd and secondary grades, of different schools in the region of Lisbon and Grândola, participated in the present study. Students’ ages ranged between 12 and 18 years-old. To collect data, the PLOCQ (Perceived Locus of Causality Questionnaire) and the Engagement in Physical Education Scale were used. Results revealed that the more autonomous regulations were positively correlated with a higher behavioral engagement of students in physical education classes. The same was not observed for controlled regulations, which showed negative correlations with engagement. The association between the students’ quality of motivation and engagement was not dependent on gender or school grade. As a result, it can be concluded that the students’ more autonomous motivations to physical education classes are, generally, positively associated with higher levels of behavioral engagement, i.e., greater effort, commitment, concentration.; Boys showed greater levels of autonomous motivation than girls. Regarding the school grade, students in the 3rd grade presented more autonomous motivation than those in the secondary grade, but this variable did not influence the relationship between motivation and engagement in physical education classes.
Descrição
Orientação: Eliana Cristina Veiga Carraça
Palavras-chave
DESPORTO, EDUCAÇÃO FÍSICA, TEORIA DA AUTODETERMINAÇÃO, MOTIVAÇÃO, SPORT, PHYSICAL EDUCATION, SELF-DETERMINATION THEORY, MOTIVATION, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO