José Aloyseo Bzuneck

Psicologia educacional nos cursos de licenciatura: a motivação dos estudantes

This study investigated the motivational orientations and involvement in Educational Psychology courses of 246 undergraduate majoring in teaching students at Londrina State University (Brazil). Measures of intrinsic and extrinsic motivation (WPI) and scales for assessment of reported effort, as well as a questionaire regarding demographic and self-perception of achievement data were administred to all the participants. Analyses of Variance and correlational studies revealed significant differences between the measures employed and the demographic variables invetigated. Findings are discussed in terms of their contribuition not only for a deeper understanding of the students motivational patterns, but also for the improvement of Educational Psycology courses for undergraduates teaching students.

Crenças de eficácia de professores e motivação de adolescentes para aprender física

Este trabajo tuvo como objetivo medir las creencias de eficacia de profesores de fisica de la ensenanza secundaria, asi como tambien la motivacion de sus alumnos para aprender fisica. Para los 20 profesores que formaron la muestra fue utilizado un cuestionario con 20 items en escala Likert que evaluaron dos aspectos de las creencias: sentido de eficacia personal y sentido de eficacia de la ensenanza. Fueron aplicados cuestionarios tambien con 20 items, en escala Likert, a 200 alumnos de los tres grados de la ensenanza secundaria, que evaluaban su motivacion para aprender fisica y estrategias personales de estudio de esa disciplina. Las escuelas eran de tres regiones geograficas distintas. Entre los profesores, las puntuaciones promedio en las creencias de eficacia personal fueron significativamente mas altas que los promedios de las creencias de eficacia de ensenanza. Ademas de eso, las creencias de eficacia personal de los profesores se relacionan positivamente con la motivacion de los alumnos. Entre los alumnos, los promedios de puntuaciones variaron significativamente en funcion de la sala a la cual pertenecen, dentro del mismo grado. Tambien fue significativa y positiva la relacion entre la motivacion de los alumnos y el uso de estrategias personales de estudio. No hubo diferencias significativas en esas puntuaciones, ni en funcion de los grados ni en funcion de la localizacion geografica de la escuela. De los resultados fueron extraidas tres indicaciones de estrategias de motivacion en la ensenanza de fisica, asi como tambien sugerencias de nuevas investigaciones que amplien los conocimientos en el area

Motivação no ensino superior: metas de realização e estratégias de aprendizagem

O presente estudo teve por objetivo investigar metas de realizacao, uso de estrategias de aprendizagem e a percepcao do ambiente de aprendizagem por parte de alunos de cursos superiores. Questionarios Likert foram aplicados a uma amostra de 106 alunos de dois cursos diferentes focalizando duas disciplinas especificas de cada curso. Os resultados mostraram nao existir diferenca significativa entre os grupos nas orientacoes as metas aprender, ego-aproximacao e evitacao do trabalho, mas foram mais altos os escores nas metas aprender e evitacao do trabalho. Relativamente as estrategias de aprendizagem, algumas apareceram com diferenca significativa em funcao do grupo. Foi tambem significativa a relacao entre a enfase percebida a meta aprender e a percepcao de exigencia de esforco, assim como entre a adocao das metas aprender e ego-aproximacao e uso de estrategias de aprendizagem. Desses resultados surgiram implicacoes educacionais e sugestoes de novas pesquisas.

A motivação de adolescentes em relação com a perspectiva de tempo futuro

The aim of the present study was to verify if adolescents (N=206) perceive their current academic tasks as means to accomplish their professional goals in the future. Data were collected through a Likert scale questionnaire. Initially, two groups were identified, those with a defined future professional goal and those that have not yet decided. Both groups were compared regarding motivation, study strategies (time management) and perception of present schooling as instrumental to attaining their future goals. Results showed some significant differences between groups. Among those with a defined future goal, their perspectives on the future were more associated to motivation, the use of strategies and perception of instrumentality. Regression analysis showed some important predictive values. Results were discussed in the light of modern motivational theories, with implications leading to the work of teachers in relation to the motivation of adolescents.

Estudo de validação de uma medida de avaliação da motivação para alunos do ensino fundamental

The aim of this study was to develop and validate an instrument for assessing the motivational quality of elementary school students, with reference to the Self-determination Theory. Initially, the purposes of obtaining data for the preparation of items, 20 children were interviewed about the alleged reasons for going to school. Based on this informations and items available in the literature, it reached a preliminary version of the scale included 30 items and applied to a group of 30 children. After the adjustments, they answered the final version of the 1.381 students in of Compulsive Work. The results showed that from the sociodemographic variables, only Compulsive Work. The results showed that from the sociodemographic variables, only elemetary school in the state of Parana. Factor analysis resulted in the exclusion of four items of the instrument, leaving a total of 25. It was acceptable the indices of internal consistency for the dimensions tested (α = 0.85 amotivation, extrinsic motivation by external regulation of α = 0.67 for α = 0.76 introjected regulation, identified regulation by α = 0.88 and intrinsic motivation α = 0.81). Further investigations are underway.

Crenças de eficácia de professores: validação da escala de Woolfolk e Hoy

Teachers’ efficacy beliefs relate to the judgement of their capabilities to bring about desired outcomes in classroom. Research evidence has consistently shown that teachers’ efficacy relate to students’ achievement, motivation, and efficacy beliefs. Moreover, it influences teachers’ level of aspiration, effort in teaching, and behavior in classroom regarding tasks planning and organization. Among several instruments created to measure teachers’ efficacy beliefs Woolfolk & Hoy’s scale contained 20 Lykerttype items that assess two distinct variables: personal efficacy and teaching efficacy. Present study aimed to assess psychometric proprieties of that scale’s translation into portuguese and applied in a large Brazilian sample. Exploratory two-factor analysis, betweenscales correlation and internal consistency indexes indicate instrument’s validity and reliability. Nevertheless, meaning of these results and implications for future research were discussed, and new paths for advanced studies on efficacy assessment were proposed.

A qualidade da motivação em estudantes do ensino fundamental

Lack of motivation in students to learn is a pressing educational problem. This paper presents the results of an assessment of the quality of motivation of 1,381 elementary school students, with an average age of 11.2 years, through the application of the Elementary School Motivation Scale (Escala de Motivacao de Estudantes do Ensino Fundamental). The results revealed that autonomous motivation predominated among the participants. The comparison among variables showed that a lack of motivation and controlled motivation were higher among the male participants in comparison to the females, who obtained higher rates in the evaluation of autonomous motivation. Controlled motivation and lack of motivation incre- ased as students advanced in grades, while autonomous motivation decreased. Students at private schools were less self mo- tivated and dependended more on external control to become motivated when compared to students from the public system. The latter were significantly more involved in school for autonomous reasons. The educational implications of these findings are considered in the discussion session.

Atribuições interpessoais pelo professor e sua relação com emoções e motivação do aluno

This paper describes the state of the art of studies inspired in Weiner’s Interpersonal Attribution Theory. Teachers develop causal perceptions about students’ success or failure, and exhibit related emotions. These perceptions and emotions are based on controllability of the cause and are communicated and students may disclose different perceptions and they even try to manipulate their teachers’ perceptions. Communication engenders emotional consequences, expectations and motivation. Teachers’ maladaptive causal beliefs can be modified through intervention. Findings were discussed and suggestions for new studies and methodological advances were proposed.

Engajamento de adolescentes nas tarefas escolares de casa: uma abordagem centrada na pessoa

El objetivo de este estudio fue identificar relaciones entre el uso de estrategias de aprendizaje y perfiles motivacionales de adolescentes para realizar las tareas de casa de matematica. Respondieron al instrumento de auto-reporte con 34 items, en escala tipo Likert, 513 alumnos de septimos y octavos anos de escuelas publicas. Mediante el analisis de clusters se identificaron cuatro perfiles combinando puntajes en desmotivacion, motivacion autonoma y motivacion controlada. Los alumnos con puntaje alto en motivacion autonoma y controlada y baja en desmotivacion relataron uso de estrategias metacognitivas. Lo contrario ocurrio entre los alumnos con puntajes altos en desmotivacion. Se descubrieron tambien diferencias en funcion del genero de los alumnos. Los resultados fueron discutidos en relacion a la teoria de la autodeterminacion y se extrajeron implicaciones educacionales.

The quality of motivation among elementary school students

Lack of motivation in students to learn is a pressing educational problem. This paper presents the results of an assessment of the quality of motivation of 1,381 elementary school students, with an average age of 11.2 years, through the application of the Elementary School Motivation Scale (Escala de Motivacao de Estudantes do Ensino Fundamental). The results revealed that autonomous motivation predominated among the participants. The comparison among variables showed that a lack of motivation and controlled motivation were higher among the male participants in comparison to the females, who obtained higher rates in the evaluation of autonomous motivation. Controlled motivation and lack of motivation incre- ased as students advanced in grades, while autonomous motivation decreased. Students at private schools were less self mo- tivated and dependended more on external control to become motivated when compared to students from the public system. The latter were significantly more involved in school for autonomous reasons. The educational implications of these findings are considered in the discussion session.