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As competências socio-emocionais e a motivação – educação para a sustentabilidade
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Advisor(s)
Abstract(s)
Num quadro de uma Educação de qualidade, constitui objetivo principal desta
investigação quantitativa avaliar a existência de ganhos na dinâmica motivacional em
adolescentes inquiridos através da sua participação num programa motivacional no
sentido da otimização de competências sociais emocionais e por conseguinte o seu
sucesso académico. Para o efeito foram utilizados o Questionário - QME (Cordeiro, 2010)
aplicado aos dois grupos (experimental e de controlo) nas duas diferentes fases (pré e pós teste) e o Programa P-DMAR (Fonseca, Galinha & Loureiro, 2019) administrado ao
grupo experimental. Constam da amostra 40 indivíduos, com média de 14 anos de idade
(40% feminino; 60% masculino). Foi garantido o anonimato e a confidencialidade dos
dados obtidos em momento extra-letivo por credenciamento de um monitor/ psicólogo
treinado para o efeito. A metodologia estatística consistiu numa análise dos dados
fornecidos pelo QME, aplicado antes e depois do terminus da implementação do
programa. Os resultados obtidos revelaram a existência de ganhos estatisticamente
significativos nas dimensões avaliadas no QME no grupo experimental em oposição ao
grupo de controlo (valores de p <0,01). Os alunos participantes no P-DMAR viram as
suas competências motivacionais aumentadas nos seguintes domínios medidos no QME:
F3 - objetivos extrínsecos do aluno com regulação externa, constituído pela escala D2 –
orientação para os objetivos de desempenho, E1 – Instrumentalidade exógena com
regulação externa; F5 - objetivos extrínsecos ao aluno com regulação interna, escala E2 -
Instrumentalidade exógena com regulação interna e E3 - Instrumentalidade endógena
com regulação interna; F6 - Objetivos intrínsecos do aluno, escala D1 – Orientação para
objetivos de aprendizagem. Observaram-se do pré para o pós-teste valores crescentes
estatisticamente significativos nas dimensões avaliadas no QME no grupo experimental
(valores de p <0,01). Foi verificado que o P-DMAR é um programa valioso com
significância estatística no sentido de incrementar a motivação.
Within a framework of quality education, the main objective of this quantitative research is to evaluate the existence of gains in motivational dynamics in adolescents surveyed through their participation in a motivational program for adolescence in order to optimize emotional social skills and, consequently, their academic success. For this purpose, the Questionnaire - QME (Cordeiro, 2010) was applied to the two groups (experimental and control) in the two different phases (pre and post-test) and the P-DMAR Program (Fonseca, Galinha & Loureiro, 2019) administered to the experimental group. The sample included 40 individuals, with an average age of 14 years old (40% female; 60% male). Anonymity and confidentiality of data obtained in extra-academic time was guaranteed by the accreditation of a monitor / psychologist trained for the purpose. The statistical methodology consisted of an analysis of the data provided by the QME, applied before and after the end of the program implementation. The results obtained revealed the existence of statistically significant gains in the dimensions evaluated in the QME in the experimental group as opposed to the control group (p values <0.01). The students participating in the P-DMAR saw their motivational skills increased in the following domains measured in the QME: F3 - extrinsic objectives of the student with external regulation, constituted by the D2 scale - orientation towards performance objectives, E1 - Exogenous instrumentality with external regulation; F5 - objectives extrinsic to the student with internal regulation, scale E2 - Exogenous instrumentality with internal regulation and E3 - Endogenous instrumentality with internal regulation; F6 - Intrinsic objectives of the student, scale D1 - Orientation towards learning objectives. From the pre to the post-test, statistically significant increasing values were observed in the dimensions evaluated in the QME in the experimental group (p values <0.01). It was found that the P-DMAR is a valuable program with statistical significance in order to increase motivation.
Within a framework of quality education, the main objective of this quantitative research is to evaluate the existence of gains in motivational dynamics in adolescents surveyed through their participation in a motivational program for adolescence in order to optimize emotional social skills and, consequently, their academic success. For this purpose, the Questionnaire - QME (Cordeiro, 2010) was applied to the two groups (experimental and control) in the two different phases (pre and post-test) and the P-DMAR Program (Fonseca, Galinha & Loureiro, 2019) administered to the experimental group. The sample included 40 individuals, with an average age of 14 years old (40% female; 60% male). Anonymity and confidentiality of data obtained in extra-academic time was guaranteed by the accreditation of a monitor / psychologist trained for the purpose. The statistical methodology consisted of an analysis of the data provided by the QME, applied before and after the end of the program implementation. The results obtained revealed the existence of statistically significant gains in the dimensions evaluated in the QME in the experimental group as opposed to the control group (p values <0.01). The students participating in the P-DMAR saw their motivational skills increased in the following domains measured in the QME: F3 - extrinsic objectives of the student with external regulation, constituted by the D2 scale - orientation towards performance objectives, E1 - Exogenous instrumentality with external regulation; F5 - objectives extrinsic to the student with internal regulation, scale E2 - Exogenous instrumentality with internal regulation and E3 - Endogenous instrumentality with internal regulation; F6 - Intrinsic objectives of the student, scale D1 - Orientation towards learning objectives. From the pre to the post-test, statistically significant increasing values were observed in the dimensions evaluated in the QME in the experimental group (p values <0.01). It was found that the P-DMAR is a valuable program with statistical significance in order to increase motivation.
Description
Keywords
motivação competências transversais emoções motivation transversal competences emotions
Citation
Galinha, S. A. (2021, junho 1). As competências socio-emocionais e a motivação – educação para a sustentabilidade. Brazilian Journal of Development, , v. 7, n. 6, jun/ 2021 (55747-55755). ISSN: 2525-8761. DOI: 10.34117/bjdv7n6-129 https://www.brazilianjournals.com/index.php/BRJD/article/view/30908