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Abstract(s)
A literatura tem reconhecido a necessidade de prosseguir e aprofundar os estudos
sobre a articulação entre processos académicos e de carreira. Neste sentido, o principal
objetivo deste estudo empírico consiste em analisar de que modo a qualidade da relação
pedagógica, percebida pelos/as alunos/as, se associa a perfis de motivação académica e
exploração de carreira. Participaram neste estudo 197 alunos/as do 3.º CEB (Midade =
13.85), que preencheram quatro instrumentos: um Questionário Sociodemográfico e
Académico; o Inventário de Metas Académicas; a Escala de Adaptabilidade de Carreira
e o Questionário de Interação do Professor. Efetuaram-se análises descritivas, testes
estatísticos de associação e análise de clusters. Encontraram-se algumas correlações
positivas e estatisticamente significativas entre motivação e curiosidade (indicador de
exploração de carreira); entre motivação e relação professor/a-aluno/a; e entre curiosidade
e relação professor/a-aluno/a. Além disso, foi possível distinguir três perfis de alunos/as
no que diz respeito à motivação e curiosidade, verificando-se ainda algumas associações
entre esses perfis e dimensões da relação professor/a-aluno/a. Ao nível de implicações
para a prática psicológica, este estudo poderá estimular os/as psicólogos/as a apostar em
intervenções mais integradoras, considerando perfis dos/as alunos/as com base na
motivação e exploração de carreira, assim como a associação com a relação pedagógica.
Além disso, os resultados deste estudo poderão instigar investigações adicionais
envolvendo a articulação entre processos académicos e de carreira.
The literature has recognized the need to continue and deepen research on the articulation between academic and career processes. In this sense, the main objective of this empirical study is to analyze how the quality of the pedagogical relationship, as perceived by students, is associated with profiles of academic motivation and career exploration. A total of 197 students (Mage = 13.85) participated in this study and completed four instruments: a Sociodemographic and Academic Questionnaire; the Academic Goals Inventory; the Career Adapt-abilities Scale and the Teacher Interaction Questionnaire. Descriptive statistics, association tests, and cluster analysis were conducted. Some positive and statistically significant correlations between motivation and curiosity (an indicator of career exploration); between motivation and teacher-student relationship, and between curiosity and teacher-student relationship were found. Furthermore, it was possible to distinguish three types of student profiles with respect to motivation and curiosity, which presented some associations with teacher-student relationship. In terms of implications for psychological practice, this study might stimulate psychologists to invest in more integrative interventions, considering students' profiles based on motivation and career exploration, as well as the association with the pedagogical relationship. Furthermore, the results from this study might instigate additional research on the articulation between academic and career processes.
The literature has recognized the need to continue and deepen research on the articulation between academic and career processes. In this sense, the main objective of this empirical study is to analyze how the quality of the pedagogical relationship, as perceived by students, is associated with profiles of academic motivation and career exploration. A total of 197 students (Mage = 13.85) participated in this study and completed four instruments: a Sociodemographic and Academic Questionnaire; the Academic Goals Inventory; the Career Adapt-abilities Scale and the Teacher Interaction Questionnaire. Descriptive statistics, association tests, and cluster analysis were conducted. Some positive and statistically significant correlations between motivation and curiosity (an indicator of career exploration); between motivation and teacher-student relationship, and between curiosity and teacher-student relationship were found. Furthermore, it was possible to distinguish three types of student profiles with respect to motivation and curiosity, which presented some associations with teacher-student relationship. In terms of implications for psychological practice, this study might stimulate psychologists to invest in more integrative interventions, considering students' profiles based on motivation and career exploration, as well as the association with the pedagogical relationship. Furthermore, the results from this study might instigate additional research on the articulation between academic and career processes.
Description
Keywords
Motivação Exploração de carreira Relação professor/a-aluno/a Motivation Career exploration Pedagogical relationship