| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Documento principal | 750.69 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A Teoria da Autodeterminação é uma abordagem psicológica sobre a motivação, que se preocupa com as causas e as consequências da forma como o ser humano regula o seu comportamento. Preconiza ainda, que a base do comportamento autodeterminado (regulação para formas intrinsecamente motivadas) passa pela satisfação de três necessidades psicológicas básicas (competência, autonomia e relacionamento). Este modelo teórico pode fornecer informações importantes sobre o processo motivacional dos alunos para as aulas de educação física.
Assim sendo, o principal objetivo deste estudo é analisar as diferenças entre os alunos em final de ciclo de ensino, no que se refere à perceção da satisfação das necessidades psicológicas básicas de autonomia, competência e relacionamento, bem como, em relação à forma como regulam o seu comportamento para formas mais autodeterminadas (motivação intrínseca e identificada), menos autodeterminadas (motivação introjectada e externa) e amotivação (ausência de motivação).
Participaram neste estudo 342 alunos (n=342) das cinco escolas públicas do ensino básico e secundário da cidade da Guarda, de ambos os géneros (179 femininos; 163 masculinos), distribuídos pelos seguintes anos de escolaridade:106 do 6º ano (n= 106), 119 do 9º ano (n= 119) e 117 do 12º ano (n= 117), com uma média de idades de 14.8±2.7 anos (entre os 11 e 20 anos). Para além de todos os alunos frequentarem de forma assídua as aulas de educação física, 120 participavam ainda regularmente nas atividades do desporto escolar em diversas modalidades. Para a recolha dos dados foram utilizadas as versões portuguesas da Basic Psychological Needs in Exercise Scale (BPNESp) e do Perceived Locus of Causality (PLOCp).
Os resultados revelaram diferenças significativas entre os alunos do 6º ano de escolaridade e os restantes alunos do 9º e 12º ano de escolaridade, no que concerne à satisfação da necessidade psicológica básica de autonomia, apresentando os alunos do 6º ano níveis mais elevados do que os restantes. No que respeito à regulação do comportamento, também se verificaram diferenças no mesmo sentido, ou seja, os alunos do 6ºano regulam mais o seu comportamento para formas autónomas (motivação intrínseca e motivação identificada) em relação aos do 9º e do 12º ano. No entanto, por outro lado, verificou-se também que os alunos do 6º ano são aqueles que regulam o seu comportamento para formas mais controladoras (motivação introjectada e motivação externa), em relação aos restantes.
Self-Determination Theory is a psychological approach on motivation, which is concerned with the causes and consequences of how humans regulate their behaviour. It suggests that the basis of self-determined behaviour (regulation for intrinsically motivated forms) is the satisfaction of three basic psychological needs (competence, autonomy and relationship). This theoretical model can provide important information about the motivational process of students for physical education classes. Therefore, the aim of this study is to analyze the differences between students in the final cycle of education, with regard to the perception of satisfaction of basic psychological needs for autonomy, competence and relationships as well as in relation to how regulate their behaviour towards more self-determined (intrinsic motivation and identified), less self-determined (introjectada and external motivation) and amotivation (lack of motivation). In this study, took part 342 students (n = 342) from the five public elementary and secondary schools in Guarda. The students belonged to the both sexes (179 female, 163 male), distributed by the following school years/grades: 106 in 6th grade (n = 106), 119 in 9th grade (n = 119) and 117 in 12th grade (n = 117), with an average age of 14.8 ± 2.7 years (between 11 and 20 years). In addition to all students attending assiduously to the physical education classes, we can say that 120 of these participated regularly in school sports activities in various forms. For data collection we used the Portuguese versions of the Basic Psychological Needs in Exercise Scale (BPNESp) and Perceived Locus of Causality (PLOCp). The results revealed significant differences between students in the 6th grade and other students in 9th and 12th grade, with regard to satisfaction of basic psychological needs for autonomy, featuring students from 6th grade levels higher than other students in the study. In this sense, and with respect to the regulation of behaviour, also the 6th year students regulate their behaviour towards more autonomous (intrinsic motivation and identified motivation). On the other hand, there is also the 6th year students are those that regulate their behaviour towards more controllers (introjectada motivation and external motivation), in relation to other students.
Self-Determination Theory is a psychological approach on motivation, which is concerned with the causes and consequences of how humans regulate their behaviour. It suggests that the basis of self-determined behaviour (regulation for intrinsically motivated forms) is the satisfaction of three basic psychological needs (competence, autonomy and relationship). This theoretical model can provide important information about the motivational process of students for physical education classes. Therefore, the aim of this study is to analyze the differences between students in the final cycle of education, with regard to the perception of satisfaction of basic psychological needs for autonomy, competence and relationships as well as in relation to how regulate their behaviour towards more self-determined (intrinsic motivation and identified), less self-determined (introjectada and external motivation) and amotivation (lack of motivation). In this study, took part 342 students (n = 342) from the five public elementary and secondary schools in Guarda. The students belonged to the both sexes (179 female, 163 male), distributed by the following school years/grades: 106 in 6th grade (n = 106), 119 in 9th grade (n = 119) and 117 in 12th grade (n = 117), with an average age of 14.8 ± 2.7 years (between 11 and 20 years). In addition to all students attending assiduously to the physical education classes, we can say that 120 of these participated regularly in school sports activities in various forms. For data collection we used the Portuguese versions of the Basic Psychological Needs in Exercise Scale (BPNESp) and Perceived Locus of Causality (PLOCp). The results revealed significant differences between students in the 6th grade and other students in 9th and 12th grade, with regard to satisfaction of basic psychological needs for autonomy, featuring students from 6th grade levels higher than other students in the study. In this sense, and with respect to the regulation of behaviour, also the 6th year students regulate their behaviour towards more autonomous (intrinsic motivation and identified motivation). On the other hand, there is also the 6th year students are those that regulate their behaviour towards more controllers (introjectada motivation and external motivation), in relation to other students.
Description
Keywords
Educação física Educação física - Motivação Educação física - Aspectos psicológicos Educação física - Autodeterminação Educação física - Comportamento Educação física - Ensino básico - Ensino Secundário