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Instrumentos de avaliação da motivação para a aprendizagem no ensino básico: uma revisão sistemática da literatura
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| 1.95 MB | Adobe PDF |
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Abstract(s)
A motivação é um fator fundamental no desempenho escolar, pelo que a perceção da sua importância para a aprendizagem em contexto escolar tem resultado num aumento de estudos na área da Psicologia, principalmente no decorrer da última década. Avaliar a motivação para a aprendizagem e adaptar-se uma intervenção psicopedagógica eficaz, de modo a estimular a motivação e a garantir o sucesso escolar das crianças no Ensino Básico, é uma necessidade emergente. Assim, pretende-se com o presente trabalho identificar instrumentos de avaliação da motivação para aprendizagem em crianças no Ensino Básico (entre os 6 e os 12 anos) e, neste seguimento, caracterizar as suas propriedades psicométricas, de validade e consistência interna.
Através de uma revisão sistemática, realizou-se o apuramento e a identificação dos instrumentos existentes para a avaliação da motivação para a aprendizagem em crianças no Ensino Básico, com recurso a quatro bases de dados, nomeadamente B-On, ERIC, PsyINFO e Web Of Science. Identificaram-se quatrocentos e dez artigos para triagem que, após a aplicação dos critérios de inclusão e exclusão, culminou com uma amostra final de trinta e seis artigos. Procedeu-se à sua análise e caracterização, tendo em conta um conjunto de aspetos relacionados com a sua fundamentação teórica, estrutura interna, validade, consistência interna e outras especificidades consideradas de relevo.
A análise dos trinta e seis artigos permitiu identificar 29 instrumentos/escalas de avaliação para a motivação para a aprendizagem, com propriedades psicométricas desejadas ou adequadas, reforçadas pelos índices de consistência interna de modo global ou de cada dimensão e respetiva validação. Os resultados do presente estudo contribuem para o aprofundamento do conhecimento dos diversos instrumentos de avaliação a um nível internacional, da sua aplicabilidade, suscitando uma reflexão acerca da importância da avaliação precoce dos fatores motivacionais nas crianças, numa das principais fases de aprendizagem para a promoção de intervenções escolares eficazes que vão de acordo com as necessidades individuais de cada aluno ao longo da escolaridade.
São discutidas diversas considerações acerca dos instrumentos, respetivas características da avaliação da motivação para a aprendizagem adaptados para uma amostra de crianças no Ensino Básico.
Motivation is a key factor in school performance, meaning that the perception of its importance for learning in the school context has resulted in an increase of studies in Psychology, mainly over the last decade. Assessing learning motivation and adapting an effective psycho-pedagogical intervention in order to promote motivation and ensure the academic success of children in elementary school is an emerging need. Therefore, this study aims to identify instruments to assess learning motivation in elementary school children (between 6 and 12 years old) and, as a result, characterize their psychometric properties, validity and internal consistency. Through a systematic review, the identification of existing instruments for the assessment of learning motivation in elementary school children was carried out using four databases, namely B-ON, ERIC, PsyINFO and Web Of Science. Four hundred and ten articles were identified for screening which, after applying the inclusion and exclusion criteria, resulted in a final sample of thirty-six articles. These articles were analyzed and characterized, taking into account a set of aspects related to their theorical basis, internal structure, validity, internal consistency, and other specificities considered relevant. The analysis of the thirty-six articles allowed for the identification of 29 assessment instruments/scales for learning motivation, with desired or adequate psychometric properties, reinforced by the indices of internal consistency overall or for each dimension and respective validation. The results of the present study contribute to the expansion of knowledge about the various assessment instruments at an international level, their applicability, raising a reflection about the importance of the early assessment of motivational factors in children, in one of the main stages of learning, for the promotion of effective school interventions that meet the individual needs of each student throughout schooling. Several considerations about the instruments and their characteristics for the assessment of learning motivation adapted for a sample of children in elementary school are discussed.
Motivation is a key factor in school performance, meaning that the perception of its importance for learning in the school context has resulted in an increase of studies in Psychology, mainly over the last decade. Assessing learning motivation and adapting an effective psycho-pedagogical intervention in order to promote motivation and ensure the academic success of children in elementary school is an emerging need. Therefore, this study aims to identify instruments to assess learning motivation in elementary school children (between 6 and 12 years old) and, as a result, characterize their psychometric properties, validity and internal consistency. Through a systematic review, the identification of existing instruments for the assessment of learning motivation in elementary school children was carried out using four databases, namely B-ON, ERIC, PsyINFO and Web Of Science. Four hundred and ten articles were identified for screening which, after applying the inclusion and exclusion criteria, resulted in a final sample of thirty-six articles. These articles were analyzed and characterized, taking into account a set of aspects related to their theorical basis, internal structure, validity, internal consistency, and other specificities considered relevant. The analysis of the thirty-six articles allowed for the identification of 29 assessment instruments/scales for learning motivation, with desired or adequate psychometric properties, reinforced by the indices of internal consistency overall or for each dimension and respective validation. The results of the present study contribute to the expansion of knowledge about the various assessment instruments at an international level, their applicability, raising a reflection about the importance of the early assessment of motivational factors in children, in one of the main stages of learning, for the promotion of effective school interventions that meet the individual needs of each student throughout schooling. Several considerations about the instruments and their characteristics for the assessment of learning motivation adapted for a sample of children in elementary school are discussed.
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Keywords
Motivação para a aprendizagem Revisão sistemática Psicometria Esino básico