Estilo motivacional do professor e a motivação extrínseca dos estudantes

Machado, Amélia Carolina Terra Alves; Guimarães, Sueli Édi Rufini; Bzuneck, José Aloyseo

doi:10.5433/1679-0383.2006v27n1p03

Cited by 2 publications

(2 citation statements)

References 4 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…External regulation is a behavior that is carried out to satisfy an external demand or obtain external rewards. According to Machado, Guimarães, and Bzuneck (2006), in external regulation, the person focuses only on the benefits derived from the situation. One example that the authors provide is when a child makes his/her bed in order to be able to watch television.…”

Section: Figurementioning

confidence: 99%

Teacher motivation in stricto sensu postgraduation: an analysis based on self-determination theory,

Colares

Castro

Neto

et al. 2019

Rev. contab. finanç.

View full text Add to dashboard Cite

The objective of this research was to analyze the motivational factors that lead accounting sciences professors to teach on stricto sensu postgraduate courses, based on self-determination theory. Research on motivation in education in the area of accounting sciences mostly concerns student motivation. Thus, there are few studies related to teacher motivation, especially in the area of accounting sciences and in stricto sensu postgraduate programs. Teacher motivation is directly linked to the teaching-learning process and student motivation, so it is important to identify what motivates these teachers and, given this, to act in a way that the motivation, or lack of it, will not interfere with the quality of teaching. The importance of teachers in the quality of education is indisputable and inevitably relates to the motivation to remain in the teaching career, taking both personal and professional aspects into account. The Work Tasks Motivation Scale for Teachers was applied and answered by 108 professors from the 33 stricto sensu postgraduate programs in the area of accounting sciences. The data were analyzed in an aggregated way, using descriptive statistics and Wilcoxon-Mann-Whitney and chi-squared tests, with the purpose of assessing the relationship between levels of motivation and age group, time teaching, and time teaching in the stricto sensu postgraduate course. Most of the professors analyzed are extrinsically motivated via identified regulation; however this is less related to access to financial resources and more linked to the prestige that teaching on the stricto sensu postgraduate course brings. Also, the overall mean of the dimensions of intrinsic and extrinsic motivation was shown to be higher for teachers of the female gender and who work in private institutions.

show abstract

Section: Figurementioning

confidence: 99%

Teacher motivation in stricto sensu postgraduation: an analysis based on self-determination theory,

Colares

Castro

Neto

et al. 2019

Rev. contab. finanç.

View full text Add to dashboard Cite

show abstract

“…No tocante à promoção de determinadas orientações motivacionais, estudos têm mostrado que o estilo motivacional do professor irá influir sobre a qualidade motivacional dos estudantes. Há dois estilos motivacionais: controlador (o professor elabora plano de aula fechado, faz uso de ameaças, punições e recompensas, e tem por fim último cumprir objetivos) e promotor de autonomia (estimula a realização de trabalhos de forma autodeterminada e incentiva as iniciativas dos estudantes) (Guimarães & Boruchovitch, 2004;Machado, 2009;Machado, Guimarães, & Bzuneck, 2006;Zanatto, 2007).…”

unclassified