oalib

Publish in OALib Journal

ISSN: 2333-9721

APC: Only $99

Submit

Any time

2019 ( 4 )

2018 ( 103 )

2017 ( 73 )

2016 ( 84 )

Custom range...

Search Results: 1 - 10 of 15201 matches for " Sueli édi;Maciel "
All listed articles are free for downloading (OA Articles)
Page 1 /15201
Display every page Item
Estilos motivacionais de professores: preferência por controle ou por autonomia
Machado, Amélia Carolina Terra Alves;Rufini, Sueli édi;Maciel, Aline Guilherme;Bzuneck, José Aloyseo;
Psicologia: Ciência e Profiss?o , 2012, DOI: 10.1590/S1414-98932012000100014
Abstract: motivation is essential for the students’ involvement at school. for the self-determination theory, the teacher’s motivational style, either controller or promoter of autonomy, contributes to foster the occurrence of qualitatively differentiated types of motivation. in this study of exploratory nature the interactions among two teachers and their students were observed. the sample was composed according to the score of 39 teachers in the motivational style assessment, by means of the application of a self-report instrument, named problems at school. out of this total, two teachers, one with an autonomy promoting motivational style and the other one, a control-oriented one, had their classes observed along seven sessions, with the aim of collecting data for the elaboration of a protocol containing interaction categories. seven other observation sessions were then carried out. the results have indicated that, despite findings of differences between the motivational style assessment performances, the teachers preferably interacted with their students in a controlling manner. however, the autonomy promoter teacher interacted less controllably than the controlling teacher, as regards the management of time reserved for the accomplishment of class activities, as well as offering informative feedback. the educational implications of the results are also discussed.
O estilo motivacional do professor e a motiva??o intrínseca dos estudantes: uma perspectiva da Teoria da Autodetermina??o
Guimar?es, Sueli édi Rufini;Boruchovitch, Evely;
Psicologia: Reflex?o e Crítica , 2004, DOI: 10.1590/S0102-79722004000200002
Abstract: the self-determination theory has the purpose of understanding the intrinsic and extrinsic components of motivation, and the factors that contribute for its promotion. in this perspective personality and human motivation are considered in terms of developmental tendencies, innate psychological needs and contextual variables which favour motivation, social functioning and personal well-being. in the context of educational research, intrinsic motivation has been characterized by students' involvement in learning tasks due to their preference for challenges, persistence, effort, as well as by their use of learning strategies. in line with that, the objectives of this paper are not only present and analyze the concepts related to intrinsic motivation according to the self-determination theory, but also reflect upon the teacher's role and style in the promotion of students' intrinsic motivation. educational implications are also discussed.
Teacher's motivational style and students' intrinsic motivation: the self-determination perspective / O estilo motivacional do professor e a motiva o intrínseca dos estudantes: uma perspectiva da Teoria da Autodetermina o
Sueli édi Rufini Guimar?es,Evely Boruchovitch
Psicologia: Reflex?o e Crítica , 2004,
Abstract: The Self-determination Theory has the purpose of understanding the intrinsic and extrinsic components of motivation, and the factors that contribute for its promotion. In this perspective personality and human motivation are considered in terms of developmental tendencies, innate psychological needs and contextual variables which favour motivation, social functioning and personal well-being. In the context of educational research, intrinsic motivation has been characterized by students' involvement in learning tasks due to their preference for challenges, persistence, effort, as well as by their use of learning strategies. In line with that, the objectives of this paper are not only present and analyze the concepts related to intrinsic motivation according to the Self-determination Theory, but also reflect upon the teacher's role and style in the promotion of students' intrinsic motivation. Educational implications are also discussed.
Cren?as de eficácia de professores: valida??o da escala de Woolfolk e Hoy
Bzuneck, José Aloyseo;Guimar?es, Sueli édi Rufini;
Psico-USF , 2003, DOI: 10.1590/S1413-82712003000200005
Abstract: teachers’ efficacy beliefs relate to the judgement of their capabilities to bring about desired outcomes in classroom. research evidence has consistently shown that teachers’ efficacy relate to students’ achievement, motivation, and efficacy beliefs. moreover, it influences teachers’ level of aspiration, effort in teaching, and behavior in classroom regarding tasks planning and organization. among several instruments created to measure teachers’ efficacy beliefs woolfolk & hoy’s scale contained 20 lykerttype items that assess two distinct variables: personal efficacy and teaching efficacy. present study aimed to assess psychometric proprieties of that scale’s translation into portuguese and applied in a large brazilian sample. exploratory two-factor analysis, betweenscales correlation and internal consistency indexes indicate instrument’s validity and reliability. nevertheless, meaning of these results and implications for future research were discussed, and new paths for advanced studies on efficacy assessment were proposed.
Orienta??es motivacionais de alunos do curso de biblioteconomia
Alcará, Adriana Rosecler;Guimar?es, Sueli édi Rufini;
Psicologia Escolar e Educacional , 2010, DOI: 10.1590/S1413-85572010000200004
Abstract: motivation is an important research problem because it has direct implications on the quality of student engagement with learning. in this study, we analyzed the motivational orientations of students of librarianship, a public university in the north of paraná, from the identification of the type of motivation, learning strategies used, the perception of academic performance and time perspective future. study participants were 143 students in four grades of course. the survey data were collected through a self-report questionnaire containing 80 likert-type questions, compiled and analyzed in accordance with the self-determination theory and the future time perspective theory. the results indicated a trend towards more autonomous types of motivation, setting goals to be achieved in the future and the perception of the academic activities of this as instrumental to achieving these future goals.
Cren?as de eficácia de professores e motiva??o de adolescentes para aprender física
Goya, Alcides;Bzuneck, José Aloyseo;Guimar?es, Sueli édi Rufini;
Psicologia Escolar e Educacional , 2008, DOI: 10.1590/S1413-85572008000100005
Abstract: the aim of the present research was to assess physics teachers' self-efficacy beliefs in relation to adolescents' motivation and learning strategies used in middle school. a likert questionnaire was applied to 20 teachers, which was designated to asses their personal efficacy and teaching efficacy beliefs. two hundred students from three middle schools answered another likert questionnaire about their motivation and personal strategies in the study of physics. teachers and their students belonged to ten different schools in three different geographical areas. among teachers, the scores in personal efficacy measures were higher than in teaching efficacy. in addition, only personal efficacy was positively related to students' motivation. regarding the students, all measures varied significantly among different classes in the same grade, but no differences were found among grades or among schools. significant relationships were found between motivation and study strategies in the whole sample and in every grade as well. suggestions for motivation and teaching in middle school were drawn and for new studies in the area as well.
Estilos de professores na promo??o da motiva??o intrínseca: reformula??o e valida??o de instrumento
Bzuneck, José Aloyseo;Guimar?es, Sueli édi Rufini;
Psicologia: Teoria e Pesquisa , 2007, DOI: 10.1590/S0102-37722007000400007
Abstract: the aim of the present research was to evaluate a revised questionnaire about teachers' motivational styles. the instrument consists of eight short vignettes describing students problems at school. following each vignette are four statements to be answered by an adult on a likert scale. each statement represents a manner of the adult dealing with the problem, in a continuum, from highly controlling to highly autonomy supportive. 1296 elementary and secondary brazilian teachers answered the questionnaires. the data were submitted to a confirmatory factor analysis based on a hypothetical model of four factors. the analysis indicated that two out of four indexes fitted well whereas two others came close to fitting the data. in this way, also considering other parameters, we may conclude that the present revised questionnaire is more capable to identify the continuum structure of the four motivational styles.
Estilos motivacionais de professores: propriedades psicométricas de um instrumento de avalia??o
Guimar?es, Sueli édi Rufini;Bzuneck, José Aloyseo;Boruchovitch, Evely;
Psicologia: Teoria e Pesquisa , 2003, DOI: 10.1590/S0102-37722003000100004
Abstract: the purpose of this study was to conduct an exploratory factorial analysis of problems in school, a teachers' motivational styles evaluation instrument, constructed by deci et al. the original instrument is in a likert-scale format with the underlying assumption of the existence of a continuum of four different styles contributing to promote students' autonomy. translated into portuguese, the instrument was applied to 582 elementary and junior high school teachers from several regions of brazil. factorial analyses revealed a solution with four orthogonal distinct factors, the authors' initial supposition (existence of a continuum) was not confirmed. in fact, only two opposite styles (both high promotion of autonomy and of control) corresponded to the deci et al. original ideas. problems regarding the validity of the other remaining styles emerged. data was discussed and a revised version of the scale was developed. directions for further research were also suggested.
A qualidade da motiva o em estudantes do ensino fundamental La calidad de la motivación en estudiantes de la educación básica The quality of motivation among elementary school students
Sueli édi Rufini,José Aloyseo Bzuneck,Katya Luciane de Oliveira
Paidéia (Ribeir?o Preto) , 2012, DOI: 10.1590/s0103-863x2012000100007
Abstract: A falta de motiva o para a aprendizagem é um problema educacional relevante. Este estudo teve por objetivo avaliar a qualidade motivacional de 1.381 estudantes do ensino fundamental, média de idade de 11,2 anos, mediante a aplica o da Escala de Motiva o de Estudantes do Ensino Fundamental (EMEEF). Os resultados revelaram predominancia de motiva o aut noma entre os participantes. Na compara o entre as variáveis, descobriu-se que a desmotiva o e a motiva o controlada foram maiores entre os participantes do sexo masculino, quando comparados ao sexo feminino que obteve índices superiores na avalia o da motiva o aut noma. Constatou-se que a desmotiva o e a motiva o controlada aumentaram conforme a progress o nas séries, ao passo que a motiva o aut noma diminuiu. Foram também mais desmotivados e motivados por raz es controladas externamente os estudantes da rede particular, comparados aos da rede pública de ensino. Estes últimos foram significativamente mais envolvidos na escola por raz es aut nomas. As implica es educacionais dos resultados s o consideradas na discuss o. La falta de motivación para el aprendizaje es un problema educativo importante. La finalidad de este estudio fue evaluar la calidad de la motivación de 1.381 estudiantes de primaria, con edad promedia de 11,2 a os, a través de la aplicación de la Escala de Motiva o de Estudantes do Ensino Fundamental (EMEEF). Los resultados revelaron el predominio de la motivación autónoma entre los participantes. En la comparación de las variables, se descubrió que la desmotivación y la motivación controlada fueron mayores entre los participantes masculinos en comparación con las estudiantes femeninas, que tenían tasas más altas en la evaluación de la motivación autónoma. Se encontró que la desmotivación y la motivación controlada aumentaron con la progresión de la serie, mientras la motivación autónoma disminuyó. Además, los estudiantes de escuelas privadas estaban más desmotivados y motivados por razones controladas externamente cuando comparados aquellos de la red pública de educación. Los últimos fueron significativamente más involucrados en la escuela por motivos autónomos. Las implicaciones educacionales de los resultados son consideradas en la discusión. Lack of motivation in students to learn is a pressing educational problem. This paper presents the results of an assessment of the quality of motivation of 1,381 elementary school students, with an average age of 11.2 years, through the application of the Elementary School Motivation Scale (Escala de Motiva o de Estudantes do Ensino Fu
Estilos motivacionais de professores: propriedades psicométricas de um instrumento de avalia o
Guimar?es Sueli édi Rufini,Bzuneck José Aloyseo,Boruchovitch Evely
Psicologia: Teoria e Pesquisa , 2003,
Abstract: O objetivo deste estudo foi submeter à análise fatorial exploratória um instrumento de avalia o de estilos motivacionais de professores, elaborado por Deci e colaboradores, denominado Problems in School. O teste original, na forma de escala Likert, considerava a existência de um continuum com quatro diferentes estilos que contribuem para a promo o da autonomia dos estudantes. Traduzido para o português, o teste foi aplicado a 582 professores do ensino fundamental e médio de diversas regi es do Brasil. Embora os resultados da análise fatorial tenham revelado uma solu o de quatro fatores ortogonalmente distintos, a suposi o inicial dos autores (existência do continuum) n o foi confirmada. De fato, apenas dois estilos opostos (altamente promotores de autonomia e de controle) corresponderam à proposta original de Deci et al. Surgiram problemas em rela o à validade dos demais estilos. Os resultados foram discutidos e uma vers o revisada da escala foi desenvolvida. S o também sugeridas dire es para futuras pesquisas.
Page 1 /15201
Display every page Item


Home
Copyright © 2008-2017 Open Access Library. All rights reserved.