Orientações motivacionais de alunos do ensino fundamental e médio
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Data
2011
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A motivação para aprender vem alargando a sua repercussão e discussões no contexto
escolar, e com todos os envolvidos e atuantes na educação. Contextualizando as teorias
sóciocognitivas da motivação e relacionando as orientações motivacionais que apontam
para motivações intrínsecas e extrínsecas dos alunos no processo de aprender,
formulamos o seguinte questionamento: qual a orientação motivacional predominante
nos alunos do 9º ano do ensino fundamental e do 3º ano do ensino médio? Objetivou-se
analisar as orientações motivacionais intrínsecas e extrínsecas de alunos em um colégio
da rede privada da cidade de Campina Grande-Paraíba-Brasil. Obtiveram-se
informações sociodemográficas, identificação das motivações intrínsecas e extrínsecas
dos sujeitos da pesquisa, e relacionaram-se os resultados com as variáveis idades, a série
e o gênero. A metodologia é de natureza descritiva, tratando-se quantitativa e
qualitativamente os dados obtidos, com base no instrumento desenvolvido e organizado
por Neves e Boruchovitch (2001), denominado “pranchas com histórias de motivação”
para avaliação das orientações motivacionais de alunos do ensino fundamental. Os
dados foram coletados mediante um questionário e a aplicação de 4 pranchas, numa
amostra de 124 alunos, com idade entre 13 e 19 anos, de ambos os sexos. Os resultados
revelaram uma predominância das orientações motivacionais intrínsecas sobre as
extrínsecas na aprendizagem, independente dos diferentes níveis de escolaridade, idade
e gênero dos sujeitos.
The motivation to learn is expanding its repercussion and discussions in schools, and with everyone involved and active in education. Contextualizing theories sociocognitive motivation and relating the motivational orientations pointing to intrinsic and extrinsic motivations of the students in the learning process, we formulated the following question: what is the motivational orientation prevalent in students from 9th grade of elementary school and the 3rd year of high school? This study aimed to examine the intrinsic and extrinsic motivational orientations of students in a college of the private network of the city of Campina Grande, Paraíba, Brazil. Were obtained sociodemographic information, identification of intrinsic and extrinsic motivations of the research subjects, and correlated the results with the variables age, gender and the series. The methodology is descriptive in nature, with regard to quantitative and qualitative data obtained based on the instrument developed and organized by Boruchovitch and Neves (2001), called "planks with stories of motivation" for assessing the motivational orientations of elementary students”. Data were collected through a questionnaire and application of 4 plates, a sample of 124 students aged between 13 and 19 years, of both sexes. The results revealed a predominance of intrinsic motivational orientations on extrinsic learning, regardless of the different levels of education, age and gender of the subjects.
The motivation to learn is expanding its repercussion and discussions in schools, and with everyone involved and active in education. Contextualizing theories sociocognitive motivation and relating the motivational orientations pointing to intrinsic and extrinsic motivations of the students in the learning process, we formulated the following question: what is the motivational orientation prevalent in students from 9th grade of elementary school and the 3rd year of high school? This study aimed to examine the intrinsic and extrinsic motivational orientations of students in a college of the private network of the city of Campina Grande, Paraíba, Brazil. Were obtained sociodemographic information, identification of intrinsic and extrinsic motivations of the research subjects, and correlated the results with the variables age, gender and the series. The methodology is descriptive in nature, with regard to quantitative and qualitative data obtained based on the instrument developed and organized by Boruchovitch and Neves (2001), called "planks with stories of motivation" for assessing the motivational orientations of elementary students”. Data were collected through a questionnaire and application of 4 plates, a sample of 124 students aged between 13 and 19 years, of both sexes. The results revealed a predominance of intrinsic motivational orientations on extrinsic learning, regardless of the different levels of education, age and gender of the subjects.
Descrição
Orientação: Roberto Jarry Richardson ; co-orientação: António Teodoro
Palavras-chave
EDUCAÇÃO, APRENDIZAGEM, ALUNOS, MOTIVAÇÃO, BRASIL, CAMPINA GRANDE, EDUCATION, LEARNING, MOTIVATION, STUDENTS, BRAZIL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO