Desempenho escolar e suas relações com a auto-eficacia e a motivação em escolares do ensino fundamental / School performance and their relationship with self-efficacy and motivation

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The aim of this study is to investigate existent relationships between schoolchildren performance and the psychological variables self-efficacy and motivation. The research included 141 schoolchildren ranging from 8 to 11 years old in second, third, and fourth grade primary school in a town in the state of São Paulo. Data for this study were obtained from the School Performance Test (Teste de Desempenho Escolar, TDE), the Self-Efficacy Scale, and the Motivation Scale for students at primary school. The application of instruments was performed in small groups of 10 students each, during three meetings for each group. The two first meetings lasted for approximately 60 minutes, and the third took approximately 10 minutes for each participant. The results show a significant negative correlation between performances in reading, writing, arithmetic and general TDE, and extrinsic motivation and total motivation.The results also show a significant negative correlation between performances in writing, arithmetic and general TDE, and intrinsic motivation. There was no significant correlation between self-efficacy and performances in reading, writing, and arithmetic. As for the relationship between intrinsic motivation and self-efficacy in learning performance and general self-efficacy, data reveal a significant positive correlation between the variables. Results show a significant negative relation between extrinsic motivation and self-efficacy in studying. In regards to linking total motivation, self-efficacy in studying, self-efficacy in performance and general self-efficacy, results show that there were no significant correlations. Results show that, considering performances in reading, arithmetic and general TDE, the groups differed in regards to extrinsic motivation and total motivation. In terms of performance in writing, the groups differed in regards to intrinsic motivation, extrinsic motivation, and total motivation.

ASSUNTO(S)

insucesso aprendizagem variaveis educacionais cognição rendimento escolar sucess school educational variables failure learning cognition

ACESSO AO ARTIGO

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