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Abstract(s)
É indubitável a crescente atenção que tem sido dada quer à perceção da interação
professor-aluno, quer à motivação dos mesmos em contexto escolar. Este estudo tem
então como um dos objetivos, perceber se quão mais adequada for esta relação, maior
será a motivação dos alunos para a aprendizagem e consequentemente, para o seu
sucesso académico, nos alunos do ensino secundário.
Assim, este trabalho teve como objetivos: caraterizar as perceções dos alunos
acerca da interação professor-aluno, através do Questionário de Interação do Professor;
caracterizar a motivação para a realização dos alunos, através da Escala de Orientações
Gerais para Objetivos de Desempenho; estudar a relação entre as perceções dos alunos
acerca da interação professor-aluno e as variáveis sociodemográficas: sexo; idade dos
alunos; ano de escolaridade; número de negativas à disciplina de Matemática e
habilitações dos pais; estudar a relação entre a motivação para a realização e o sucesso
académico, sendo este analisado através do rendimento à disciplina de Matemática; e
ainda estudar a relação entre a perceção da interação professor-aluno e a motivação para
a realização.
Assim, e recorrendo a um estudo diferencial e correlacional, foram avaliados
418 sujeitos do 10º e 12º ano, e de forma coletiva por turma, aos quais foram
administrados três instrumentos: a Ficha Sociodemográfica (FSD), o o Questionário de
Interação do Professor (QIP, Azevedo, Dias, Guimarães, Lima, Salgado, Barbosa,
Fonte, Wubbels & Brok, 2010), com 64 itens e a Escala de Orientações Gerais para
Objetivos de Desempenho (EOGOD, McInerney & Yeung, 2000, adaptado à população
portuguesa por Gomes, Azevedo & Dias, 2011), com 26 itens.
Os resultados principais apontam para: a importância da perceção da interação
professor-aluno e da motivação para a realização em contexto escolar, percebendo-se
que alunos que percecionam os seus professores como Líderes, Apoiantes e
Compreensivos parecem orientar-se mais para a aprendizagem, ao passo que alunos que
percecionam os seus professores como Liberais, Inseguros, Insatisfeitos, Repreensivos e
Rigorosos, parecem orientar-se mais para os resultados.
It is undoubted the rising attention that has been given either to the perception of the teacher-student interaction, or the motivation in a school environment. This study has as one of its goals to understand if the more adequate this relation, the bigger the motivation of the students to learning, and consequently to their academic success, in high school students. Therefore, this study had as its goals: characterize the students’ perception about the teacher-student interaction, by the Teacher Interaction Questionnaire; characterize the motivation of the students, by the General Orientations for Performance Goals Scale; study the relation between the students’ perception about the teacher-student interaction and the socio-demographic variables: gender; students’ age; school year; number of failures on Mathematics class and their parents literary habilitations; study the relation between motivation and academic success, being analyzed over their performance in the Mathematics class; and study the relation between the teacherstudent interaction and the students’ motivation. Therefore, using a differential and correctional study, 418 subjects were evaluated from the 10th to the 12th grade, and collectively by classroom, to which were administrated three tools: the Socio-demographic File (FSD), the Teacher Interaction Questionnaire (QIP, Azevedo, Dias, Guimarães, Limo, Salgado, Barbosa, Fonte, Wubbels & Brok, 2010), with 64 items, and the Orientations for Performance Goals Scale (EOGOD, McInerney & Yeung, 2000, adapted to the Portuguese population by Gomes, Azevedo & Dias, 2011) with 26 items. The main results point to: the importance of the perception of the teacher-student interaction and the motivation for achievement in a school environment, realizing that students who perceive their teachers as Leaders, Supporting and Comprehensive seem to be guided towards learning, as students who perceive their teachers as Liberal, Insecure, Unsatisfied and Reprehensive seem to be guided towards results.
It is undoubted the rising attention that has been given either to the perception of the teacher-student interaction, or the motivation in a school environment. This study has as one of its goals to understand if the more adequate this relation, the bigger the motivation of the students to learning, and consequently to their academic success, in high school students. Therefore, this study had as its goals: characterize the students’ perception about the teacher-student interaction, by the Teacher Interaction Questionnaire; characterize the motivation of the students, by the General Orientations for Performance Goals Scale; study the relation between the students’ perception about the teacher-student interaction and the socio-demographic variables: gender; students’ age; school year; number of failures on Mathematics class and their parents literary habilitations; study the relation between motivation and academic success, being analyzed over their performance in the Mathematics class; and study the relation between the teacherstudent interaction and the students’ motivation. Therefore, using a differential and correctional study, 418 subjects were evaluated from the 10th to the 12th grade, and collectively by classroom, to which were administrated three tools: the Socio-demographic File (FSD), the Teacher Interaction Questionnaire (QIP, Azevedo, Dias, Guimarães, Limo, Salgado, Barbosa, Fonte, Wubbels & Brok, 2010), with 64 items, and the Orientations for Performance Goals Scale (EOGOD, McInerney & Yeung, 2000, adapted to the Portuguese population by Gomes, Azevedo & Dias, 2011) with 26 items. The main results point to: the importance of the perception of the teacher-student interaction and the motivation for achievement in a school environment, realizing that students who perceive their teachers as Leaders, Supporting and Comprehensive seem to be guided towards learning, as students who perceive their teachers as Liberal, Insecure, Unsatisfied and Reprehensive seem to be guided towards results.