Jocemara Ferreira Mognon

A relação entre vida acadêmica e a motivação para aprender em universitários

In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliacao da Vida Academica (EAVA) and the “Escala de Motivacao para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliação da Vida Acadêmica (EAVA) and the “Escala de Motivação para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.

Escala de Autoeficácia para dirigir: construção e avaliação preliminar das propriedades psicométricas

This paper reports the construction of the Driving Self-efficacy Scale and the preliminary evaluation of its psychometric properties. Initially, the topic was thoroughly investigated and 20 items were created; the number of items was increased after evaluation of judges. The next step consisted of carrying out a pilot study applying the 25-item scale to 40 drivers. The results indicated the need for some adjustments and the creation of ten more items. In the last step, the instrument was applied to 500 drivers, aged 23-78 years, 60.40% male, who were getting their driving license renewed. Factor analysis was conducted, and the scale was then reduced to 15 items allocated to a single factor; with 41.75% of variance explained and good reliability (α = 0.91). Further studies are necessary to confirm the validity of the scale.

Self-efficacy to drive, impulsivity and moral disengagement in drivers

O objetivo deste estudo foi verificar possiveis diferencas nos escores dos instrumentos que avaliam a autoeficacia para dirigir, o desengajamento moral e a impulsividade em razao de variaveis como sexo, faixa etaria, tempo de habilitacao e frequencia com que se dirige, bem como analisar a predicao destes construtos para envolvimento em multas e acidentes de trânsito. Participaram 500 motoristas em processo de renovacao da CNH, com idades entre 23 e 78 anos, sendo 60,4% do sexo masculino. Os instrumentos utilizados foram a Escala de Autoeficacia para Dirigir (EADir), a Escala de Justificativas de Motoristas (EJM) e a Escala de Avaliacao da Impulsividade (EsAvI-A). Os resultados indicaram diferencas significativas para todas as variaveis sociodemograficas e que os construtos predizem multas e acidentes de trânsito. Esses achados contribuem para a compreensao de alguns comportamentos dos condutores e reforcam os indicios de que infracoes e acidentes de trânsito sao multideterminados.

La eficacia de la unidad, la impulsividad y lo desenganje moral de los conductores

O objetivo deste estudo foi verificar possiveis diferencas nos escores dos instrumentos que avaliam a autoeficacia para dirigir, o desengajamento moral e a impulsividade em razao de variaveis como sexo, faixa etaria, tempo de habilitacao e frequencia com que se dirige, bem como analisar a predicao destes construtos para envolvimento em multas e acidentes de trânsito. Participaram 500 motoristas em processo de renovacao da CNH, com idades entre 23 e 78 anos, sendo 60,4% do sexo masculino. Os instrumentos utilizados foram a Escala de Autoeficacia para Dirigir (EADir), a Escala de Justificativas de Motoristas (EJM) e a Escala de Avaliacao da Impulsividade (EsAvI-A). Os resultados indicaram diferencas significativas para todas as variaveis sociodemograficas e que os construtos predizem multas e acidentes de trânsito. Esses achados contribuem para a compreensao de alguns comportamentos dos condutores e reforcam os indicios de que infracoes e acidentes de trânsito sao multideterminados.

Autoeficácia para dirigir, desengajamento moral e impulsividade em motoristas

O objetivo deste estudo foi verificar possiveis diferencas nos escores dos instrumentos que avaliam a autoeficacia para dirigir, o desengajamento moral e a impulsividade em razao de variaveis como sexo, faixa etaria, tempo de habilitacao e frequencia com que se dirige, bem como analisar a predicao destes construtos para envolvimento em multas e acidentes de trânsito. Participaram 500 motoristas em processo de renovacao da CNH, com idades entre 23 e 78 anos, sendo 60,4% do sexo masculino. Os instrumentos utilizados foram a Escala de Autoeficacia para Dirigir (EADir), a Escala de Justificativas de Motoristas (EJM) e a Escala de Avaliacao da Impulsividade (EsAvI-A). Os resultados indicaram diferencas significativas para todas as variaveis sociodemograficas e que os construtos predizem multas e acidentes de trânsito. Esses achados contribuem para a compreensao de alguns comportamentos dos condutores e reforcam os indicios de que infracoes e acidentes de trânsito sao multideterminados.

The relationship between academic life and motivation for learning in college

In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliacao da Vida Academica (EAVA) and the “Escala de Motivacao para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliação da Vida Acadêmica (EAVA) and the “Escala de Motivação para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.

La relación entre vida académica y la motivación para aprender en universitarios

In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliacao da Vida Academica (EAVA) and the “Escala de Motivacao para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliação da Vida Acadêmica (EAVA) and the “Escala de Motivação para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.