A qualidade da motivação em estudantes do ensino fundamental

Abstract

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 Motivação 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 increased as students advanced in grades, while autonomous motivation decreased. Students at private schools were less self motivated and depended 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. Keywords: Intrinsic Motivation, Extrinsic Motivation, Elementary Education. A Qualidade da Motivação em Estudantes do Ensino FundamentalResumo: A falta de motivação para a aprendizagem é um problema educacional relevante. Este estudo teve por objetivo avaliar a qualidade motivacional de 1.381 estudantes do ensino fundamental, média de idade de 11,2 anos, mediante a aplicação da Escala de Motivação de Estudantes do Ensino Fundamental (EMEEF). Os resultados revelaram predominância de motivação autônoma entre os participantes. Na comparação entre as variáveis, descobriu-se que a desmotivação e a motivação controlada foram maiores entre os participantes do sexo masculino, quando comparados ao sexo feminino que obteve índices superiores na avaliação da motivação autônoma. Constatou-se que a desmotivação e a motivação controlada aumentaram conforme a progressão nas séries, ao passo que a motivação autônoma diminuiu. Foram também mais desmotivados e motivados por razões controladas externamente os estudantes da rede particular, comparados aos da rede pública de ensino. Estes últimos foram significativamente mais envolvidos na escola por razões autônomas. As implicações educacionais dos resultados são consideradas na discussão. Palavras-chave:Motivação Intrínseca, Motivação Extrínseca, Ensino Fundamental. La Calidad de la Motivación en Estudiantes de la Educación BásicaResumen: La falta de motivación para el aprendizaje es un problema educativo importante. La finalidad de este estudio fue evaluar la calidad de la motivación de 1.381 estudiantes de primaria, con edad promedia de 11,2 años, a través de la aplicación de la Escala de Motivação de Estudantes do Ensino Fundamental (EMEEF). Los resultados revelaron el predominio de la motivación autónoma entre los participantes. En la comparación de las variables, se descubrió que la desmotivación y la motivación controlada fueron mayores entre los participantes masculi...

Students’ Motivation for Learning in Virtual Learning Environments

“…It is worth noting that this continuum also predicts demotivation, conceptualized as absence of motivation (Rufini, Bzuneck, & Oliveira, 2011). Information regarding this continuum is provided below.…”

“…Behaviors which are extrinsically motivated by external regulation can be observed in those situations in which the student undertakes a task in order to achieve a certain reward, to meet stipulated time periods, or to avoid some form of punishment. In relation to introjected regulation, the controllers are internal, and respond to issues which have been internalized by the individual, as is the case with actions which aim to respond to issues related to self-esteem or, further, which aim to avoid unpleasant feelings, such as anxiety, shame and guilt (Bzuneck & Guimarães, 2010;Rufini et al, 2011).…”

“…One example of a situation which illustrates this type of regulation is when the student decides to dedicate greater attention or more time to studying a subject which he understands as being necessary in order to enter a specific course, or to work in a desired profession (Bzuneck & Guimarães, 2010;Rufini et al, 2011).…”

“…The high degree of development of autonomy confers on integrated regulation a position on the self-determination continuum which is close to intrinsic motivation. Nevertheless, although the behavior presented in integrated regulation indicates the internalization of values which are aggregated to the task, it is only through intrinsic motivation that one can perceive the satisfaction generated through undertaking the activity itself (Bzuneck & Guimarães, 2010;Rufini et al, 2011). Bzuneck and Guimarães (2010) clarified that the first two types of regulation mentioned -external and introjected regulation -make up controlled motivation, which characterizes the actions which the student undertakes in order to respond to a specified event or pressure, whether this is external or internal.…”

Autorregulação da Motivação: Crenças e Estratégias de Alunos Portugueses do 7º ao 9º Ano de Escolaridade

“…Porém, ao longo da escolaridade verifi ca-se uma diminuição do interesse pelas matérias escolares e da motivação intrínseca (e.g. Eccles, 1999;Eccles & Wigfi eld, 2002;Fan & Wolters, 2012;Paiva & Boruchovitch, 2010;Rufi ni, Bzuneck, & Oliveira, 2012).…”