Navegando por Autor "SANTOS, Bettina Steren dos"

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    Considerações sobre o uso da Escala de Motivação Acadêmica (EMA) com jovens estudantes
    (2012) SANTOS, Bettina Steren dos; BERNARDI, Jussara; BITTENCOURT, Helio Radke
    This paper discusses the reasons that leads young people to attend school, describing the results obtained by applying the instrument the Academic Motivation Scale (AMS), adapted version from Vallerand et al.(1992). It consists of a quantitative study in which we used statistical techniques commonly applied in the field of psychometrics. The validation process of the AMS involved different steps that began with the application of this instrument in a sample of 133 students attending the last year of elementary school or first year high school students in private and public institutions in Porto Alegre, Brazil. It were identified six factors associated with intrinsic and extrinsic motivation, and the absence of motivation, which showed satisfactory internal consistency. In general, the students have a more motivated than discouraged about the school. Extrinsic motivation proved to be predominant. The public school was one in which students were more motivated. The instrument presented satisfactory psychometric qualities. It allows better understand the student reasons for school attendance, what is relevant in educational practice.
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    Necessidades psicológicas básicas: definições operacionais na docência universitária
    (2017) DAVOGLIO, Tarcia Rita; TIMM, Jordana Wruck; SANTOS, Bettina Steren dos; CONZATTI, Fernanda de Brito Kulmann
    Self-Determination Theory (SDT) maintains that the autonomous quality of motivation results from the balanced interaction between internal demands of the self and contextual nutrients from the satisfaction of basic psychological needs (NPB) of autonomy, competence and relatedness. This qualitative study aims to explore the operational definitions of NPB in the context of teaching in Higher Education. For this purpose, a sample of higher education academics answered, anonymously and voluntarily, three open questions, which analyzed by Discursive Textual Analysis. As a result, seven operational descriptors emerged defining autonomy, as well as a critical subcategory; seven of these are for competence and five for relatedness, which arediscussed in detail and in relation to teaching in Higher Education. Although confined to a single sample, results are potentially relevant for our understanding and advances in the field of motivational as well as for the promotion of policies focusing on satisfying and meeting the psychological well-being of Higher Education faculty members.
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    Reflexões sobre a desmotivação dos estudantes em aprender e as dimensões afetiva, reflexiva e técnica no trabalho docente
    (2009) SANTOS, Bettina Steren dos; MOLON, Karina Silva
    The discussion about the importance of affectivity to the learning process is imperative. The article aims to discuss the relation between emotion and cognition emphasizing the importance of a positive link between teachers and students to initiate the concernment for learning. It highlights the complexity of the motivational process in view of the contribution given by affective-emotional, cognitive, social and unconscious aspects in human motivation. The present research was basedon a qualitative approach of exploratory type, characterizing it as a bibliographic survey. The work was based in Jesus (2004) and Huertas (2001) references in what relates to the study of school motivation, because our work proposal in the field of education shows epistemological compatibility with the beliefs of the above referred authors. The purpose was to search for bibliographic support to understand how the affective aspects contribute with the motivation to learn. We emphasize that analyzing how the concern or the indifference in learning takes place requires from the researcher a study about the interpersonal between students and teachers and, ultimately between knowledge and teaching didactics. We highlight: the relevance of the "reflection on and for the pedagogical action"; the influence of the historic and social moment in which we are living - full of instabilities and uncertainties - the necessity the educator should demonstrate in continuously study in search to update and analyze the daily practice and, join to a theoretical positioning about the educational approaches. We can conclude that the positive relations between students and teachers provide better global development of the individual, both for students and for teachers, because the possibility of a well-being influences learning activities and leads us to understand the invalidity of the dualist paradigm that separated affection and cognition.