Compreensão de leitura e motivação para aprendizagem de alunos do ensino fundamental

Santos, Acácia Aparecida Angeli dos; Moraes, Mayara Salgado de; Lima, Thatiana Helena de

doi:10.1590/2175-35392018012208

Cited by 9 publications

(20 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regarding its psychometric properties, the internal consistency of EMAPRE-EF in a sample of elementary school students was factor 1, α = 0.69; factor 2, α = 0.85; and factor 3, α = 0.63 (Ferraz et al 2019). To middle school students, alpha coefficients of EMAPRE-EF were factor 1, α = 0.78; factor 2, α = 0.75; and factor 3, α = 0.71 (Santos et al 2018). For the present research sample, we analyzed the internal consistency of EMAPRE-EF through the alpha coefficients-factor 1, α = 0.81; factor 2, α = 0.83; and factor 3, α = 0.71; and omega coefficients-factor 1, Ω = 0.83; factor 2, Ω = 0.85; and factor 3, Ω = 0.75.…”

Section: Instrumentsmentioning

confidence: 96%

“…To analyze this evidence of validity, we related the factors of EAVAT-EF with the factors of Learning Motivation Assessment Scale (Escala de Avaliação da Motivação para Aprendizagem [EMAPRE-EF]), which assesses the motivation to learn through achievement goals. This instrument has been used in the research context to assesses the achievement goals of elementary and middle school Brazilian students (Ferraz et al 2019;Monteiro and Santos 2011;Santos et al 2018).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Causal Attribution Scale for Elementary and Middle School: Convergent validity evidence study with achievement goals

2020

Self Cite

View full text Add to dashboard Cite

The assessment of intrapersonal causal attributions through instruments with adequate psychometric parameters is a resource to know the motivation to learn of elementary school students. In this study, we investigated the convergent validity evidence for the Causal Attributions Evaluation Scale for Elementary and Middle School Students (Escala de Avaliação das Atribuições de Causalidade para Alunos do Ensino Fundamental [EAVAT-EF]), and we verified part of the self-regulation's cyclic model process. We used the EAVAT-EF and the Learning Motivation Assessment Scale (Escala de Avaliação da Motivação para a Aprendizagem [EMAPRE-EF]) that assesses achievement goals. The study sample consisted of 935 students from Brazilian public schools (3rd to 9th grades). Pearson's moment-product indices indicated statistically significant correlations between the EAVAT-EF and EMAPRE-EF factors. Structural equation modeling indicated that EAVAT-EF predicted EMAPRE-EF factors (48%, learning goal; 14% performance-approach goal; 37%, performanceavoidance goal). The convergent validity evidence obtained for EAVAT-EF will

show abstract

Section: Instrumentsmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Causal Attribution Scale for Elementary and Middle School: Convergent validity evidence study with achievement goals

2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…Students with a motivational profile for the learning goal use more effective learning strategies, are creative when performing their school tasks, adhere better to challenges, and believe that good performance is achieved through their effort, increasingly seeking their intellectual development. This goal is positively correlated with reading comprehension (Anderman, Anderman, Yough, & Gimbert, 2010;Santos, Moraes, & Lima, 2018;Senko & Hulleman, 2013), as well as being associated with excellent academic performance (Zenorini, Santos, & Monteiro, 2011).…”

Section: Self-regulation Variables In the Reading Comprehensionmentioning

confidence: 99%

Motivation and Strategies for Reading Comprehension in Middle School

Ferraz

Inácio

Pinheiro

et al. 2021

Rev. colomb. psicol.

View full text Add to dashboard Cite

In this study, we investigated the relationships among achievement goals, self-efficacy, reading strategies, and the self assessment of performance in 47 Middle School students with control of the variable’s history of repetition, school year, and age. The differences in the students’ self-assessment regarding the practice of recreational reading were also analyzed. The students responded to three scales of the Multidimensional Battery of Reading Comprehension Self-Regulation. Statistically significant correlations were identified among the motivational constructs, reading strategies, self-assessment, and achievement goals. We identified differences in the indices between the bivariate and partial correlations. The achievement goals were predictors of self-efficacy and reading strategies. These three constructs predicted the students’ self assessment in Portuguese language and reading comprehension. Students who practiced recreational reading presented a higher self-assessment than students who did not have this habit. It is suggested to continue the investigations on the theme and incorporate the findings of this study into the pedagogical practices that encourage reading. How to cite this article: Ferraz, A. S., Inácio, A. L. M., Pinheiro, M. C., & dos Santos, A. A. A. (2021). Motivation and Strategies for Reading Comprehension in Middle School. Revista Colombiana de Psicología, 30(2), 71-86. https://doi.org/10.15446/rcp.v30n2.88781

show abstract

“…Seu desejo de verdadeiramente fazer da Psicologia uma Ciência e também uma Profissão a faz uma pessoa aguerrida na luta pela transformação social por meio do fazer psicológico e da pesquisa. Não se poderia esperar menos de uma profissional que estuda a avaliação psicológica e sua interface com a educação, em diversas publicações e descobertas científicas problematiza a situação da desigualdade e do descaso público com as políticas nacionais direcionadas a educação básica e ao ensino superior (Ambiel, Santos, & Dalbosco, 2016;Oliveira, Santos, & Rosa, 2016;Santos, Cunha, Oliveira, & Osés, 2017;Santos, & Ferraz, 2017;Santos, Moraes, & Lima, 2018, dentre outros).…”

Section: Considerações Finais E Homenagemunclassified

Homenagem à Acácia Aparecida Angeli dos Santos - Universidade São Francisco

Oliveira

2018

Psicol. cienc. prof.

View full text Add to dashboard Cite

Resumo: Este texto tem como principal objetivo tornar pública a trajetória acadêmica de uma das mais importantes pesquisadoras da área da Avaliação Psicoeducacional Brasileira: Dra. Acácia Aparecida Angeli dos Santos. Ela é psicóloga, Mestre em Psicologia e Doutora em Psicologia Escolar e do Desenvolvimento Humano. Atuou na Universidade Estadual de Campinas por quase uma década, mas seu caminho e projeto de vida sempre estiveram na Universidade São Francisco, onde atua desde 1973 e é Professora Titular. Nessa universidade foi uma das idealizadoras do Programa de Pós-graduação stricto sensu em Psicologia (Capes – 7). Foi responsável pela formação de dezenas de psicólogos, mestres e doutores. Sua atuação está marcada pela militância social e política. Seu coração generoso e seu espírito científico nos inspiram a um fazer psicológico transformador.

show abstract

Compreensão de leitura e motivação para aprendizagem de alunos do ensino fundamental

Cited by 9 publications

References 16 publications

Causal Attribution Scale for Elementary and Middle School: Convergent validity evidence study with achievement goals

Causal Attribution Scale for Elementary and Middle School: Convergent validity evidence study with achievement goals

Motivation and Strategies for Reading Comprehension in Middle School

Homenagem à Acácia Aparecida Angeli dos Santos - Universidade São Francisco

Contact Info

Product

Resources

About