Escala de Metas de Realização no Trabalho: adaptação e evidências de validade

Oliveira-Silva, Lígia Carolina; Porto, Juliana Barreiros

doi:10.15689/ap.2016.1501.01

Cited by 4 publications

(5 citation statements)

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“…We also found that mastery avoidance-oriented students, characterized by avoiding the demonstration of weakness and academic difficulties, had lower scores on the domain of knowledge about cognition ( p = 0.034, median 0.65, IQR 0.14). According to previous studies, avoidance-oriented goals are associated with poor psychological well-being, inadequate coping and learning strategies, procrastination, disorganization and lower grades [ 24 – 27 , 43 , 47 , 48 ]. Therefore, our results also contribute to the literature by identifying maladaptive consequences of poorly developed SRL.…”

Section: Discussionmentioning

confidence: 99%

“…In the clinical sciences period of medical training, practical activities are predominant, supporting the election of this instrument. The translated and validated Brazilian Portuguese version comprises 18 items, each specifically associated with one of 4 achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance [ 43 ]. The mastery approach (MAP) is associated with a self-referral improvement pattern.…”

Section: Methodsmentioning

confidence: 99%

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Relationship between metacognitive awareness and motivation to learn in medical students

et al. 2020

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Background In self-regulated learning, learning is defined as metacognitively guided, intrinsically motivated and strategic. In the context of medical education, the development of self-regulated learning can be associated with better academic and clinical performance. Hence, this report focuses on demonstrating the association between metacognitive awareness and motivation to learn among medical students in the clinical sciences portion of their education (3rd and 4th years of the medical programme) and characterizing medical students’ motivational factors. Methods We performed a cross-sectional study with a qualitative and quantitative approach involving medical students from the University of Sao Paulo (USP) in Brazil. We have selected validated self-report questionnaires for the evaluation of metacognition (the Schraw and Dennison Metacognitive Awareness Inventory - MAI) and motivation to learn (the Baranik, Barron and Finney Achievement Goals for a Work Domain - AGWD). MAI has two domains: knowledge about cognition and regulation of cognition. AGWD divides achievement goals into mastery approach, mastery avoidance, performance approach and performance avoidance goal orientations. We also performed a qualitative analysis based on an open-ended question: “What motivates me the most in medical training?” Results One hundred eighty-five students completed the questionnaires: 103 (55.67%) were men, 110 (59.45%) were in their fourth year of the medical programme, and 152 (82.16%) were up to 24 years old. Only the knowledge about cognition domain of MAI was significantly associated with motivation to learn. We found that higher scores on the knowledge about cognition domain of MAI was associated with the mastery approach goal orientation (p = 0.003, median 0.71, IQR 0.23) and that lower scores on this same domain was associated with a mastery avoidance goal orientation (p = 0.034, median 0.65, IQR 0.14). The open-ended question showed that altruism, personal satisfaction, financial feedback, personal and supportive networks and graduating were motivational factors. Conclusions Metacognitive awareness and motivation to learn are closely related. This association may represent a potential target for the educational process, as deans and faculty can adopt strategies focused on promoting self-regulated learning concerning students’ motivational factors. This could enhance academic outcomes and promote more enjoyable learning.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Relationship between metacognitive awareness and motivation to learn in medical students

et al. 2020

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“…When individuals want to reach a goal, they present different orientations or ways to attain it, in a way that these orientations will guide their attitudes, cognitions, and affections (Elliot & Dweck, 2005). This premise integrates the Achievement Goal Orientation (AGO) theory, which represents one of the most active areas of research in what refers to motivation and goals and describes how different types of achievement goals can influence certain results (Oliveira-Silva & Porto, 2016).…”

Section: Achievement Goal Orientationmentioning

confidence: 99%

Work Centrality, Goals and Professional Fulfillment: Intersections Between Work and Career

Moura

Silva

2019

RAM, Rev. Adm. Mackenzie

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Purpose: This study aimed to analyze the degree to which the meaning of work, specifically the work centrality dimension, and the types of achievement goal orientations at work, predict professional fulfillment. Originality/value: The main contribution is to provide background for the identification of antecedents of a concept yet narrowly studied, which is professional fulfillment, signaling how counselors and organizations may facilitate the greater achievement of what is most valued in a career. We evidence the need to consider work an important sphere of life and to invest efforts in self-development to attain professional fulfillment. Design/methodology/approach: This is quantitative, survey-type research involving 140 people who have been working for at least 6 months. An online questionnaire was answered containing absolute and relative work centrality, achievement goal orientation at work and professional fulfillment scales, as well as socio-demographic questions. Data were analyzed using bivariate correlations and multiple regression analysis. Findings: Significant relationships of prediction were found between work centrality and professional fulfillment, as well as between one of the types of goal orientation and professional fulfillment. The results support two of the three predicted hypotheses, in addition to converging with previous research on the positive impacts of work centrality and the mastery approach orientation.

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“…Nesse sentido, o processo de orientação profissional no viés da abordagem clínica consiste em estratégias que são utilizadas com o intuito de conhecer, averiguar e entender o comportamento do sujeito com relação ao individual e ao social, fazendo questionamentos acerca das relações que influenciam em sua escolha profissional, motivando assim o orientando para que ele reflita sobre esses processos. Sendo assim, nessa abordagem é fundamental que o psicólogo quanto orientador trabalhe com a questão do sistema familiar, isto é, averiguar e fazendo com que o orientando reflita acerca de como funciona a dinâmica familiar, quais são as relações privilegiadas dentro dessa dinâmica e o motivo dessas relações existirem (OLIVEIRA et al, 2014).…”

Section: Referencial Teóricounclassified

“…Sendo assim, nessa abordagem é fundamental que o psicólogo quanto orientador trabalhe com a questão do sistema familiar, isto é, averiguar e fazendo com que o orientando reflita acerca de como funciona a dinâmica familiar, quais são as relações privilegiadas dentro dessa dinâmica e o motivo dessas relações existirem (OLIVEIRA et al, 2014).…”

Section: Anosunclassified

O Sofrimento Psíquico: Influências Identificadas acerca do Processo de Escolha Profissional em Jovens

Figueiredo¹,

Maranhão²,

Farias

et al. 2023

IDonline

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A pesquisa tem como objetivo geral identificar os fenômenos determinantes que envolvem o processo da escolha profissional, considerando o sofrimento gerado pelo ato de decidir a carreira futura em jovens de um cursinho pré-vestibular. A metodologia utilizada foi um questionário com questões objetivas e subjetivas, os dados foram analisados a partir da abordagem quanti-qualitativa, utilizando representações de quadros e gráficos, enfatizando análise estatística descritiva e a análise de conteúdo de Bardin. Os resultados obtidos corresponderam na apresentação dos fatores que exercem influências na escolha profissional que ocasionam o sofrimento psíquico nos jovens, os mesmos indicaram que surgem as preocupações refletindo em inseguranças, nervosismos e ansiedades, destacando a entrada no mercado de trabalho, expectativas familiares, mídias e status profissional, as expectativas quanto ao projeto futuro refere-se ao valor pessoal, qualidade de vida e reconhecimento pessoal e profissional. Considera-se que é de grande relevância a adoção de produções científicas e intervenções voltadas ao ramo da orientação profissional, podendo amenizar o sofrimento psíquico por ocasião da escolha profissional, evitando insatisfações e evasões escolares.

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Escala de Metas de Realização no Trabalho: adaptação e evidências de validade

Cited by 4 publications

References 38 publications

Relationship between metacognitive awareness and motivation to learn in medical students

Relationship between metacognitive awareness and motivation to learn in medical students

Work Centrality, Goals and Professional Fulfillment: Intersections Between Work and Career

O Sofrimento Psíquico: Influências Identificadas acerca do Processo de Escolha Profissional em Jovens

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