Abstract:Resumo O presente estudo objetivou conhecer em que medidas os valores humanos predizem o engajamento escolar. Participaram 338 estudantes, com idade média de 13,04 (DP=1,45), sendo a maioria do sexo masculino (52,4%), provenientes de escolas públicas (53,6%) e do nono ano do ensino fundamental (26,3%). Estes responderam à Escala de Engajamento Escolar, o Questionário de Valores Básicos e perguntas demográficas. Utilizou-se o software estatístico SPSS para a realização de análises descritivas e inferenciais. Os… Show more
“…Ainda, acredita-se que outras variáveis podem incrementam as discussões, a exemplo de diferentes variáveis demográficas (e.g. renda, origem socioculturual e zonas de residência), além do engajamento e valores humanos, os quais podem contribuir para prevenção de fatores negativos, desencadeadores da baixa motivação dos estudantes (Fonsêca et al, 2016).…”
“…Ainda, acredita-se que outras variáveis podem incrementam as discussões, a exemplo de diferentes variáveis demográficas (e.g. renda, origem socioculturual e zonas de residência), além do engajamento e valores humanos, os quais podem contribuir para prevenção de fatores negativos, desencadeadores da baixa motivação dos estudantes (Fonsêca et al, 2016).…”
“…In recent years, various studies have shown that teaching style could affect motivation during the students' training process [1][2][3] and, in addition, as other authors state [4], decades of research confirm that one of the keys to determining the quality of the students' experience is the motivational climate created by teachers in their classes. The relationship between dispositional and environmental factors has been demonstrated, such as the motivational climate created by other people (e.g., the teacher) [5], with different academic variables: Motivation [6,7], the perception of competence and autonomy [8,9], school commitment [10], adolescent adjustment [11], academic achievement [12], or academic performance [13]. For this reason, the role of the teacher is recognized amongst these environmental factors [14], and the motivational climate that their role generates is so important that some authors emphasize that it may be responsible for the students' academic success or failure [15].…”
The aim of this study was to provide evidence of the validity and reliability of the dimensionality of the Spanish adaptation of two correlated subscales to assess motivational climate in the university education context: Mastery motivational climate and performance motivational climate. Two different studies with cross-sectional design and different samples of university students were used to accomplish this research (Study 1: 181 students, mean age = 20.83, SD = 1.76; Study 2: 354 students, mean age = 21.84; SD = 1.98). In Study 1, Exploratory Structural Equation Modeling, Confirmatory Factor Analysis (CFA), and reliability analysis of the scale were conducted. In Study 2, CFA, reliability analysis, discriminant validity, temporal stability, factorial invariance across gender, and nomological validity were managed through a regression model measuring the relationships between democratic and autocratic behavior, mastery climate, and performance climate. The final version of the Motivational Climate in Education Scale showed acceptable goodness of fit and values of discriminant validity, reliability, temporal stability, and invariance across gender. According to its nomological validity, democratic behavior was shown to be a statistically significant predictor of mastery climate, and the teacher’s autocratic behavior was shown to be a statistically significant predictor of performance climate. This scale is a valid and reliable instrument to assess mastery climate and performance climate in the Spanish university educational context.
“…Nesse contexto, ressalta-se a importância da escola, a qual é responsável por promover as habilidades acadêmicas, emocionais e sociais (Silva & Ferreira, 2014) necessárias para o jovem alcançar uma formação superior e se inserir no mercado de trabalho. Para isto, é fundamental que sejam oferecidas atividades pedagógicas e culturais que despertem a criatividade, a curiosidade e o amor pelo aprendizado (Fonsêca et al, 2016). Em contrapartida, espera-se que haja um sentimento de pertencimento à escola, que favorecerá o engajamento do adolescente nas tarefas acadêmicas, o desenvolvimento da autonomia e da perseverança em enfrentar desafios (Noronha & Martins, 2016).…”
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