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Master's Dissertation
DOI
10.11606/D.47.2015.tde-05082015-124851
Document
Author
Full name
Margareth Benedito de Jesus Bressani de Mello
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2015
Supervisor
Committee
Leme, Maria Isabel da Silva (President)
Castanho, Marisa Irene Siqueira
Ribeiro, Marcelo Afonso
Title in Portuguese
Motivação de alunos dos cursos superiores de tecnologia
Keywords in Portuguese
Ensino superior
Motivação
Psicologia cognitiva
Psicologia escolar
Abstract in Portuguese
A presente pesquisa se propôs a caracterizar a motivação para a aprendizagem de alunos que cursam o Ensino Superior Tecnológico, identificados como cursos de curta duração. Participaram da pesquisa 288 alunos de Instituições de nível superior, públicas e privadas. O questionário utilizado foi o instrumento Escala de Avaliação da Motivação para Aprender para Universitários EMA-U (Boruchovitch e Neves, 2005) já testado e validado nacionalmente, que avalia a orientação motivacional do aluno do ensino superior, considerando os níveis de motivação intrínseca e extrínseca para a aprendizagem. Foi aplicada também a adaptação brasileira da escala de desejabilidade social de Marlowe-Crowne, elaborada por Ribas Jr., Hutz e Moura (2004). O objetivo da pesquisa foi identificar se o fato de escolher um curso tecnológico, com foco na profissionalização, influencia a motivação, comparada aos demais alunos de cursos superiores regulares. As principais bases teóricas do estudo são as teorias sociocognitivas, da autorrealização e das metas de realização. O estudo apontou que os alunos que fizeram parte da amostra apresentam média de motivação intrínseca de (MI=45,23), indicando autonomia e interesse na aprendizagem e também média de motivação extrínseca de (ME= 28,5) com necessidade de reconhecimento externo. Concluiu-se que a motivação extrínseca é significativa para o aluno do curso tecnológico e a motivação intrínseca apresentou índices semelhantes às pesquisas anteriores realizadas com alunos de cursos bacharelados. Os resultados foram discutidos à luz das variáveis examinadas e também dos resultados de pesquisas já realizadas
Title in English
Students motivation in technological college courses
Keywords in English
Cognitive psychology
Higher education
Motivation
School psychology
Abstract in English
This study aimed to characterize the motivation of students learning process who attend the Technological Higher Education, identified as short-term courses. The research involved 288 students from public and private higher education institutions. The questionnaire used as a tool for this research was the Scale for Evaluation of Motivation to Learn for Higher Education Students (SML Boruchovitch e Neves, 2005), which has already been tested and validated national wide. This tool evaluates the motivational orientation of the higher education student considering intrinsic and extrinsic levels of motivation related to learning. It was also applied a Brazilian adaptation of the Social Desirability Scale of Marlowe-Crowne, prepared by Ribas Jr., Hutz and Moura (2004). The main objective of the research was to identify whether the fact of choosing a technological course, focused on professionalization, influences the motivational orientation in comparison with other students enrolled in regular college courses. The main theoretical bases for this study are the sociocognitive, self-fulfillment and achievement goals theories. It was found that students Intrinsic Motivation means was (IM) 45.23, indicating autonomy and interest in learning. The Extrinsic Motivation mean was (EM) 28.5, which indicates need of external recognition. Thus, the extrinsic motivation is meaningful to the students of technological courses and intrinsic motivation is similar to that found in previous research with students of bachelor courses. The results were discussed in the light of the variables studied as well results from previous research
 
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Release Date
2017-08-04
Publishing Date
2015-08-05
 
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