Sueli Édi Rufini

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.

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.

O uso do computador como estratégia educacional: relações com a motivação e aprendizado de alunos do ensino fundamental

Relations between the use of computers, motivation and performance of elementary school students in mathematics contents had been analyzed. It was used a quasi-experimental design with an experimental group and two control groups. In the daily pre-test, the knowledge of mathematics contents and the motivation to go to school were evaluated. The experimental group (EG) projected and constructed games using the computer; the control group (CG 1) only worked with pencil and paper (both with access to tutorials); and the control group (CG 2) attended regular classes. In the ending of the study every participant was evaluated for a second time regarding the content and the motivation, with the same instruments used in the daily pre-test. Thirty days later, the participants of CG 1 and EG were once again evaluated regarding mathematics contents which had been worked during the intervention. The results showed that the pupils of the EG were better motivated than the ones of the CG 2, indicating that the use of the computer has important implications for the engagement and persistence of students in academic tasks.

Motivação autônoma de estudantes de física: evidências de validade de uma escala

Based on the Theory of Self-Determination we prepared an instrument to evaluate the motivation of high school students when developing activities of the Physics. We sought to evidence the scale validity, by asking an initial question: Why do I do the activities in the physics classes?.” It was presented a set of 55 affirmatives, in a Likert scale with five-point. This scale was applied to a sample of 708 high school students. Were conducted the following statistical tests: factor analysis, with principal components extraction; analysis of internal consistency, descriptive statistics and the Pearson correlation. We found six representative factors: demotivation α=0.89; External Regulation – RP (Rules or Punishment) α=0.73; External Regulation – RS (Social Rewards) α=0.76; Introjected Regulation α=0.68; Identified Regulation α=0.91 and Intrinsic Motivation α=0.93, explaining 51.74% of data variability. The results indicate that we may trust the scale and we can use it in future research projects..

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.

Adolescent's motivation and their perceptions of learning contexts of foreign language

The aim of the present study was to investigate motivational orientations of 396 adolescents of public schools and their perceptions of their learning contexts. About half of the sample suited English as a compulsory language, while others studied Spanish as an elected language. Data were collected through a Likert-type self report questionnaire with questions related to mastery and work avoidance achievement goals, to perceptions of interesting classes and utility value. Results showed significant positive relations among mastery goal orientation and perceptions of interesting classes and utility, and negative relations among work avoidance goal orientation and those variables. Regression analyses showed that perceptions of interesting classes and utility value predict mastery goal orientation. Some significant differences aroused among students of the two learning contexts. Results were discussed in the light of motivational theories and some suggestions for new researches and for educational practices as well with adolescents were drawn.

Estilos Motivacionais de Professores: Preferência por Controle ou por Autonomia

A motivacao e fundamental para o envolvimento dos estudantes na escola. Para a teoria da autodeterminacao, o estilo motivacional do professor, que pode controlar ou promover a autonomia, contribui para fomentar a ocorrencia de tipos qualitativamente diferenciados de motivacao. Neste estudo, de natureza exploratoria, foram analisadas as interacoes entre dois professores e seus alunos. A amostra foi composta de acordo com o desempenho de 39 professores na avaliacao do estilo motivacional, mediante a aplicacao de um instrumento de autorrelato, problemas na escola. Desse total, dois professores, um com estilo motivacional promotor de autonomia e outro com uma orientacao para o controle, tiveram suas aulas observadas em sete sessoes, com o objetivo de levantar dados para a elaboracao de um protocolo que continha categorias de interacoes. Foram entao realizadas outras sete sessoes de observacao. Os resultados indicaram que, apesar de terem sido encontradas diferencas entre os desempenhos na avaliacao do estilo motivacional, os professores interagiram com seus alunos de modo preferencialmente controlador. No entanto, o professor que promovia a autonomia interagiu de modo menos controlador no gerenciamento do tempo destinado para a realizacao das atividades em classe quando comparado ao professor controlador, alem de oferecer feedback informativo. As implicacoes educacionais dos resultados sao analisadas.

MOTIVAÇÃO DE ADOLESCENTES PARA LEITURA: ESTUDO COM A ABORDAGEM CENTRADA NA PESSOA

This study aimed at investigating adolescents’ motivation for reading through motivational profiles and their relationship with support by their parents.A sample of 520 students from primary and high schools answered to a Likert-type questionnaire containing items that mirrored self-regulation continuum, as proposed by Self-Determination Theory, and about parents’ perceptions. A person-centered approach was used and two contrasting clusters were identified based on autonomous and controlled motivation scores. About half of students were included in the first group, characterized as high in autonomous motivation and moderate in controlled motivation. Remaining students composed a second group with moderate scores in both autonomous and controlled motivation. Girls were twice more represented in the first group than boys. At the same time all students with this profile perceived more their parents as supportive of reading. Results were discussed in the light of Self-Determination Theory and new studies on the construct were proposed.

Motivação de alunos do ensino fundamental: estudo de duas realidades culturais

The motivation in the school context is a much discussed theme in the contemporaneity of education in different places and cultures. The present study dealt with the motivation construct in the light of the Self Determination Theory and sought to evaluate the motivation to learn from the first years of elementary school in two different cultural realities: Brazil and Chile. A total of 528 children participated in the study, of which 268 were Brazilian and 260 were Chilean who answered two questionnaires on motivation. The method used was for descriptive data analysis with survey designs and correlational. The results showed that most of the children in the two contexts investigated were motivated to learn. The discussion of the results considered the educational implications of the two cultural realities.