A decisão da remoção da nota de Educação Física na classificação final do secundário: associação entre a qualidade da motivação do professor com a percepção que tem da qualidade da motivação dos alunos
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2014
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Objectivo: Analisar a associação entre a percepção que os professores de Educação Física (EF) têm da motivação dos seus alunos no 10º/11º anos (nota não conta para a média final) vs 12º ano (nota conta para média final) e a qualidade da sua própria motivação para a leccionação.
Método: A nossa amostra de estudo é constituída por duas sub-amostras, a primeira é denominada amostra exclusiva (comparando professores exclusivamente do 10º/11º vs exclusivamente do 12º ano), participando um total de 34 professores (14 são do género feminino, 22 do 10º/11º ano). A segunda sub-amostra surgiu para aumentar a potência do estudo, e tem como critério que os professores leccionem 2/3 da sua carga horária só no 10º/11º ou só no 12º, tem um total de 50 professores (16 são do género feminino, 33 do 10º/11º ano). Utilizámos os questionários Perceived Locus of Causality Questionnaire (Lonsdale et al., 2011) que avalia a percepção que os professores têm das regulações motivacionais dos seus alunos nas aulas de EF e o questionário The Motivation at Work Scale (Gagné, et al., 2010), acrescentando a subescala da amotivação, retirada da Work Tasks Motivation Scale for Teachers (Fernet et al., 2008), para avaliar as regulações motivacionais dos professores para realizar o seu trabalho.
Resultados: Os professores em que a média não conta apresentam maiores valores de motivação intrínseca e menores de motivação externa do que os professores em que a média conta (p <.05). Nos professores em que a média conta, quanto maior foi a sua percepção da motivação intrínseca e introjectada dos alunos, maior foi a sua motivação intrínseca, ao invés dos professores em que a média não conta, onde as maiores percepções de motivação introjectada e externa dos alunos, estiveram ligadas a maiores valores de motivação intrínseca.
Conclusão: Nos professores em que a média conta, quanto maior foi a percepção da motivação intrínseca dos alunos, maior foi a sua motivação intrínseca, ao contrário dos professores em que a média não conta. Na amostra total, os professores têm mais regulações autónomas quanto maior for a sua percepção de motivações autónomas dos alunos e mais regulações controladoras quanto maior for a sua percepção de motivações controladas dos alunos.
Purpose: Analyze the perception that Physical Education (PE) teachers have on the motivation of their 10th/ 11th grade students (for which the PE grade is not weighted in the final average) comparing with 12th grade students (for which the PE grade is weighted in the final average) and the quality of their own motivation on their teaching. Method: Our sample is composed of two sub-samples. The first is denominated as “exclusive sample” (comparing exclusively teachers from the 10th / 11th versus 12th grades), containing a total of 34 teachers (14 female teachers, 22 teachers from the 10th / 11th grade).The second sub-sample was introduced to increase the power of the analysis and has as criteria that 2/3 of the teachers’ workload is either on 10th/11th grades only or in the 12th grade only. This is composed from a total of 50 teachers (16 female teachers, 33 from 10th/11th grades). We used the questionnaires from Perceived Locus of Causality Questionnaire (Lonsdale et al., 2011), that evaluates the perception teachers have on the motivational regulations of their students for PE classes and the questionnaire in The Motivation at Work Scale (Gagné, et al., 2010), adding the motivation subscale from Work Tasks Motivation Scale for Teachers (Fernet et al., 2008) to evaluate the motivational regulations of teachers to perform their work. Results: Teachers for which the average grade does not have any weight reveal to have higher levels of intrinsic motivation and lower extrinsic motivation levels than teachers for which the average grade is taken into account (p <.05). Teachers for which the grade is weighted, the higher their perception on the introjected and intrinsic motivation of their students, the higher their own intrinsic motivation, contrary to teachers for which the grade has no weight, for which higher perception on the introjected and external motivation of students was correlated to higher values of intrinsic motivation. Conclusion: In teachers for which the PE grade is weighted in the final average, the higher the intrinsic motivation perception of students, the higher their own intrinsic motivation, contrary to teachers for which the PE grade is not accounted. In the total sample, teachers have more autonomous regulations the higher their perception on the autonomous motivations of students, and more constrained regulations depending on the higher perception they have on the students’ constrained motivations.
Purpose: Analyze the perception that Physical Education (PE) teachers have on the motivation of their 10th/ 11th grade students (for which the PE grade is not weighted in the final average) comparing with 12th grade students (for which the PE grade is weighted in the final average) and the quality of their own motivation on their teaching. Method: Our sample is composed of two sub-samples. The first is denominated as “exclusive sample” (comparing exclusively teachers from the 10th / 11th versus 12th grades), containing a total of 34 teachers (14 female teachers, 22 teachers from the 10th / 11th grade).The second sub-sample was introduced to increase the power of the analysis and has as criteria that 2/3 of the teachers’ workload is either on 10th/11th grades only or in the 12th grade only. This is composed from a total of 50 teachers (16 female teachers, 33 from 10th/11th grades). We used the questionnaires from Perceived Locus of Causality Questionnaire (Lonsdale et al., 2011), that evaluates the perception teachers have on the motivational regulations of their students for PE classes and the questionnaire in The Motivation at Work Scale (Gagné, et al., 2010), adding the motivation subscale from Work Tasks Motivation Scale for Teachers (Fernet et al., 2008) to evaluate the motivational regulations of teachers to perform their work. Results: Teachers for which the average grade does not have any weight reveal to have higher levels of intrinsic motivation and lower extrinsic motivation levels than teachers for which the average grade is taken into account (p <.05). Teachers for which the grade is weighted, the higher their perception on the introjected and intrinsic motivation of their students, the higher their own intrinsic motivation, contrary to teachers for which the grade has no weight, for which higher perception on the introjected and external motivation of students was correlated to higher values of intrinsic motivation. Conclusion: In teachers for which the PE grade is weighted in the final average, the higher the intrinsic motivation perception of students, the higher their own intrinsic motivation, contrary to teachers for which the PE grade is not accounted. In the total sample, teachers have more autonomous regulations the higher their perception on the autonomous motivations of students, and more constrained regulations depending on the higher perception they have on the students’ constrained motivations.
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Orientação :
António Palmeira
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DESPORTO, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, MOTIVAÇÃO, SATISFAÇÃO, RELAÇÃO PROFESSOR-ALUNO, AVALIAÇÃO DAS APRENDIZAGENS, ENSINO SECUNDÁRIO, SPORT, PHYSICAL EDUCATION, MOTIVATION, SATISFACTION, TEACHER-STUDENT RELATIONSHIP, STUDENT ASSESSMENT, SECONDARY EDUCATION