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Escala de motivação para a aprendizagem (EMA): um estudo de adaptação e validação com crianças portuguesas do 1º Ciclo do Ensino Básico
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| 2.82 MB | Adobe PDF |
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Abstract(s)
No contexto escolar, a motivação para a aprendizagem pode explicar porque é que algumas crianças revelam desinteresse e outras não, o que afeta o seu desempenho escolar. A literatura científica destaca a pertinência da avaliação da motivação para a aprendizagem através de medidas objetivas, fiáveis e válidas nos primeiros anos de escolaridade. No entanto, verifica-se uma escassez de instrumentos, nomeadamente no contexto português. O presente estudo pretendeu realizar a adaptação e validação da Escala de Motivação para a Aprendizagem (EMA), tendo como base a escala utilizada no estudo de Stipek et al. (1995). O modelo inicial da EMA procura avaliar a motivação para a aprendizagem em seis dimensões: Competência Percebida, Satisfação Escolar, Ansiedade Escolar, Expetativas para o Desafio e Dependência. Participaram 153 crianças (53% do sexo masculino), entre os 8 e os 11 anos do 3º e 4º ano de escolaridade. Para além da EMA utilizou-se o PANAS-C-P, o KIDSCREEN- 10 e a subescala Competência Escolar da Escala de Auto-conceito e Auto-estima para Crianças. Foi realizada uma Análise Fatorial Exploratória com recurso à Análise Fatorial de Dados Mistos (Factor analysis of mixed data; FAMD). Os resultados sugeriram um reduzido potencial explicativo dos itens de cariz qualitativo. Optou-se por eliminar os itens qualitativos e realizar uma Análise Fatorial Exploratória, da qual resultou uma estrutura de cinco fatores. Globalmente, os resultados das análises realizadas aos itens e às diferentes subescalas atestam a qualidade psicométrica da EMA. As dimensões da EMA associaram-se de modo significativo com a competência escolar, a satisfação e a qualidade de vida e estados de ansiedade, evidenciando a validade convergente. Foram analisadas as diferenças por género e ano de escolaridade, evidenciando-se resultados significativos apenas por género. A EMA apresenta propriedades psicométricas razoáveis, com potencial para ser utilizada por investigadores e profissionais na avaliação de crianças do 1º ciclo do Ensino Básico.
In the school context, learning motivation may explain why some children show disinterest and others do not, affecting school performance. Scientific literature highlights the pertinence of assessing learning motivation through objective measures, that are reliable and valid, in the first years of school. However, there is shortage of instruments namely in the Portuguese context. The present study aimed at adapting and validating the Learning Motivation Scale (Escala de Motivação para a Aprendizagem; EMA), that was based on the Stipek et al. (1995) scale. The initial model of the EMA aims at assessing learning motivation in six dimensions: Perceived Competence, School Satisfaction, School Anxiety, Challenge Expectations and Dependency. 153 children participated (53% masculine), with ages ranging from 8 to 11 years and school grades ranging from 3rd to 4th. Besides EMA, PANAS-C-P, KIDSCREEN-10 and the School Competence subscale from the Self-concept and Self-esteem scale for children were used. An Exploratory Factorial Analysis was performed, via Factor analysis of mixed data (FAMD). Results suggested a reduced explanatory power of the qualitative items. Qualitative items were removed from analysis and an Exploratory Factorial Analysis was performed, that showed a five-factor structure. Globally, the results of the analysis that were performed on the different items and subscales of the EMA suggest that it has good psychometric quality. The dimensions of EMA associated significantly with school competence, satisfaction and quality of life and anxiety states, which shows convergent validity. The differences between gender and school years were analyzed and the results were significant only for gender. EMA presents moderate psychometric properties and it has the potential to be used by investigators and professionals in the assessment of children attending the 1st Cycle of Basic Education.
In the school context, learning motivation may explain why some children show disinterest and others do not, affecting school performance. Scientific literature highlights the pertinence of assessing learning motivation through objective measures, that are reliable and valid, in the first years of school. However, there is shortage of instruments namely in the Portuguese context. The present study aimed at adapting and validating the Learning Motivation Scale (Escala de Motivação para a Aprendizagem; EMA), that was based on the Stipek et al. (1995) scale. The initial model of the EMA aims at assessing learning motivation in six dimensions: Perceived Competence, School Satisfaction, School Anxiety, Challenge Expectations and Dependency. 153 children participated (53% masculine), with ages ranging from 8 to 11 years and school grades ranging from 3rd to 4th. Besides EMA, PANAS-C-P, KIDSCREEN-10 and the School Competence subscale from the Self-concept and Self-esteem scale for children were used. An Exploratory Factorial Analysis was performed, via Factor analysis of mixed data (FAMD). Results suggested a reduced explanatory power of the qualitative items. Qualitative items were removed from analysis and an Exploratory Factorial Analysis was performed, that showed a five-factor structure. Globally, the results of the analysis that were performed on the different items and subscales of the EMA suggest that it has good psychometric quality. The dimensions of EMA associated significantly with school competence, satisfaction and quality of life and anxiety states, which shows convergent validity. The differences between gender and school years were analyzed and the results were significant only for gender. EMA presents moderate psychometric properties and it has the potential to be used by investigators and professionals in the assessment of children attending the 1st Cycle of Basic Education.
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Keywords
Motivação para a aprendizagem Competência percebida Satisfação escolar Ansiedade escolar Expetativas para o desafio Dependência