Estilo motivacional e comportamento assertivo de professores de Educação Física ao longo da carreira

Abstract

Studies in the eld of educational psychology, over the years, have investigated the pedagogical practices of Physical Education teachers with speci c focus on identifying the motivational aspects, in goal setting, in the perception of competence as well as in the behavior of students and teachers [1][2][3][4][5][6] . However, when reviewing the literature, there is a gap in knowledge about research aimed at identifying the constructs that de ne the behavior and motivational style adopted by the Physical Education teacher throughout his career, seeking to promote the autonomy of students.Is worth emphasizing that research into the pedagogical area focus on verifying the e ectiveness of teaching and are relevant in appreciating the role of the teacher and point out the contribution of their work to the quality of the educational process and its e ects on the engagement of students [7][8] . Considering this information and in order to ll the gap previously presented, this study aimed to investigate the motivational style of physical education teachers and their behavior throughout their careers.is research aims to contribute to the advancement of scienti c studies on the theme using as theoretical basis the Self-Determination Theory (SDT) 9 , interpreting the teachers' behavior in real work situations and throughout their career, as well as to verify the motivational styles adopted by them, which is re ected in the quality of the autonomous education provided to students. From this perspective, the identi cation of motivational style of teachers normally has as a parameter the use of methodological teaching strategies to motivate students 10 , through the adoption of different types of motivational styles, among which we can highlight the autonomy promoting or AbstractThe aim of this study was to investigate the motivational style and behavior (assertive, nonassertive and aggressive) in Physical Education teachers from a northwestern Paraná city over their teaching career (n = 49). The Problems in Schools questionnaire, the Assertiveness Inventory and demographic data were employed as research instruments. Data were analyzed through the following inferential statistics: Shapiro-Wilk, Cronbach's Alpha, repeated measures Anova and Spearman Correlation (p ≤ 0.05). The motivational style with the higher median was the highly autonomy promoting style (5.88) and the lower was the highly controller style (2.88), with statistically signifi cant differences. Results showed positive correlations between the variables: nonassertiveness and the highly controller style (ρ = 0.63); aggressiveness and the highly controller style (ρ = 0.69); and nonassertiveness and aggressiveness (ρ = 0.82) for teachers with workload under 20 hours a week. We conclude Physical Education teachers showed autonomy promoting motivational styles and motivational style and assertive, nonassertive and aggressive behavior were related for less experienced and lower workload teachers. is study was characterized by a correlational descriptive study with cr...

Análise da motivação acadêmica de universitários de educação física

“…De acordo com a Teoria da Autodeterminação (DECI; RYAN, 1985; para que os alunos desenvolvam a motivação autodeterminada é necessário suprir três necessidades psicológicas básicas: a de se sentirem competentes, de estabelecerem relações sociais e de autonomia. Assim, acredita-se que a formação inicial, bem como a formação continuada pode proporcionar um aprendizado que estimule a autonomia dos acadêmicos, contribuindo, consequentemente, para que estes se sintam motivados (COSTA et al 2016).…”

Análise Dos Estilos Motivacionais Em Professores Da Rede Pública Estadual De Ensino

“…Considerando a importância do papel da motivação na prática do professor, denota-se a necessidade de investigações acerca dos estilos motivacionais dos professores e das percepções utilizadas nas estratégias pedagógicas de ensino utilizadas para motivar os alunos (COSTA et al, 2016). Somando-se aos estudos de Deci et al (1981), Guimarães e Machado (2006) Trata-se, portanto, de um estudo quantitativo, do tipo survey, que utilizou o questionário como instrumento para a coleta de dados, o qual foi feito baseado no modelo construído por Deci et al (1981).…”

“…Médias obtidas pelos professores nas escalas dos estilos motivacionais. Elaboração a partir da pesquisa realizada.Nota-se que a média mais baixa foi encontrada na avaliação do estilo motivacional controlador e a média mais alta na avaliação do estilo motivacional alto promotor de autonomia.Esse achado corrobora os estudos de Guimarães (2005) e deCosta et al (2016) que identificaram média mais baixa para o estilo motivacional controlador e a média mais alta para alto promotor de autonomia. Verifica-se que em ambos os estilos ocorreram respostas de discordância total e de concordância total.Analisando individualmente o perfil de cada professor foi identificado que alguns deles, mais precisamente quatro docentes, não se encaixam apenas em um estilo motivacional, isso porque no somatório da pontuação referente aos itens respondidos separados por estilo foram iguais em dois ou mais estilos motivacionais.…”