Relação entre a perceção de satisfação das necessidades psicológicas básicas e as estratégias motivacionais empregues pelos professores de educação física do 3º ciclo e do ensino secundário
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Data
2013
Autores
Costa, Miguel António da Silva
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Objetivo: Analisar a relação entre a perceção de satisfação das necessidades psicológicas básicas e as estratégias motivacionais empregues pelos professores de Educação Física (EF) do 3º ciclo e do ensino secundário, na região de Lisboa.
Método: A amostra foi constituída por 131 professores de EF (58 do género masculino, 67 do feminino, seis não especificaram), com uma média de 16,84±8.12 anos de experiência profissional. Utilizámos as versões portuguesas do Teaching as Social Context Questionnaire (Wellborn, Connell, Skinner & Pierson, 1988), para as estratégias motivacionais, e do Basic Psychological Needs at Work Scale (Brien et al., 2012), para a satisfação das necessidades psicológicas básicas no trabalho.
Resultados: Ao comparar professores estagiários com professores com experiência, professores do género masculino com o género feminino e professores com diferentes tempos de experiencia profissional (até 11,9 anos, de 12 a 20,29 anos e com mais de 20,3 anos), quanto às estratégias motivacionais empregues e a sua satisfação das necessidades psicológicas básicas, verificou-se que não existem diferenças significativas em nenhum dos grupos. Verificámos que as estratégias motivacionais de estrutura e de envolvimento estão positivamente associadas à satisfação das necessidades psicológicas básicas (p<.05). Verificamos a existência de uma associação positiva na maioria das variáveis entre as estratégias motivacionais de estrutura e de envolvimento nos professores de ambos os géneros e a sua satisfação das necessidades psicológicas básicas (p<.05). Verificámos a existência de uma associação positiva na maioria das variáveis, entre as estratégias motivacionais e a satisfação das necessidades psicológicas básicas, sendo a dos estagiários quase sempre superiores às dos professores com experiência.
Conclusão: O nosso estudo verificou que a satisfação das necessidades psicológicas básicas, estavam associadas ao envolvimento e à estrutura. No entanto, estes níveis de satisfação não estiveram associados às estratégias de suporte de autonomia.
Purpose: To analyze the relationship between the perception of satisfaction of basic psychological needs and motivational strategies employed by physical education (PE) teachers of the 3rd cycle and secondary education in the Lisbon area. Method: The sample consisted of 131 PE teachers (58 males, 67 females, six did not specify), with an average of 16.84 ± 8.12 years of professional experience. We used the portuguese version of the Social Teaching Context Questionnaire (Wellborn, Connell, Skinner & Pierson, 1988), for motivational strategies, and Basic Psychological Needs at Work Scale (Brien et al., 2012), to the satisfaction of psychological needs basic work. Results: When comparing trainee teachers with experienced teachers, teachers male gender with the female gender and teachers with different times of professional experience (up to 11.9 years, 12 to 20.29 years and with over 20.3 years), for the motivational strategies employed and their satisfaction of basic psychological needs, no significant difference in any group was found. We found that the motivational strategies of structure and involvement are positively associated with the satisfaction of basic psychological needs (p<.05). Verify the existence of a positive association in most variables between the structure and involvement motivational strategies of in teachers of both genders and satisfaction of basic psychological needs (p<.05). We verified the existence of a positive association in most variables between the motivational strategies and the satisfaction of basic psychological needs, and the trainees almost always higher than those of experienced teachers. Conclusion: Our study found that the satisfaction of basic psychological needs were associated with engaging and structure. However, these satisfaction levels were not associated to support strategies of autonomy.
Purpose: To analyze the relationship between the perception of satisfaction of basic psychological needs and motivational strategies employed by physical education (PE) teachers of the 3rd cycle and secondary education in the Lisbon area. Method: The sample consisted of 131 PE teachers (58 males, 67 females, six did not specify), with an average of 16.84 ± 8.12 years of professional experience. We used the portuguese version of the Social Teaching Context Questionnaire (Wellborn, Connell, Skinner & Pierson, 1988), for motivational strategies, and Basic Psychological Needs at Work Scale (Brien et al., 2012), to the satisfaction of psychological needs basic work. Results: When comparing trainee teachers with experienced teachers, teachers male gender with the female gender and teachers with different times of professional experience (up to 11.9 years, 12 to 20.29 years and with over 20.3 years), for the motivational strategies employed and their satisfaction of basic psychological needs, no significant difference in any group was found. We found that the motivational strategies of structure and involvement are positively associated with the satisfaction of basic psychological needs (p<.05). Verify the existence of a positive association in most variables between the structure and involvement motivational strategies of in teachers of both genders and satisfaction of basic psychological needs (p<.05). We verified the existence of a positive association in most variables between the motivational strategies and the satisfaction of basic psychological needs, and the trainees almost always higher than those of experienced teachers. Conclusion: Our study found that the satisfaction of basic psychological needs were associated with engaging and structure. However, these satisfaction levels were not associated to support strategies of autonomy.
Descrição
Orientação: António Labisa Palmeira
Palavras-chave
DESPORTO, EDUCAÇÃO FÍSICA, TEORIA DA AUTODETERMINAÇÃO, PROFESSORES DE EDUCAÇÃO FÍSICA, ESTRATÉGIAS PEDAGÓGICAS, SPORT, PHYSICAL EDUCATION, PHYSICAL EDUCATION TEACHERS, SELF-DETERMINATION THEORY, EDUCATIONAL STRATEGIES, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO