Concepção e validação de uma escala para a medição do estilo motivacional dos professores.

Autores

DOI: https://doi.org/10.6018/cpd.430321
Palavras-chave: Necessidades Psicológicas Básicas, Teoria da auto-determinação, Ensino, Observação, Avaliação

Resumo

A metodologia observacional permite-nos analisar o estilo motivacional que os professores exibem na aula e fornece uma nova perspectiva para interpretar a influência das interacções dos professores no processo instrucional. O objectivo deste trabalho era conceber uma escala de estimativa ad hoc para a Medida de Estilo de Ensino Interpessoal (MEID) e validá-la. Trinta professores universitários (16 mulheres e 14 homens) com uma idade média de 46,1 anos (SD = 5,8) e com uma experiência de ensino de 15,71 anos (SD = 6,9) participaram no estudo. A qualidade dos dados foi conseguida através da técnica de validade do conteúdo através do julgamento de peritos e o aspecto quantitativo foi tratado através da análise W de Kendall, encaixando um modelo final de 60 itens agrupados em 4 dimensões exaustivas e mutuamente exclusivas: suporte de autonomia, suporte de estrutura pré-tarefa, suporte de estrutura na tarefa, e suporte de relacionamento. A evidência inicial da escala MEID apresenta-a como um instrumento psicométrico robusto e fiável para ser utilizado como uma técnica de observação do estilo de ensino interpessoal. Os resultados obtidos abrem novas linhas de estudo nas quais a escala MEID poderia ser utilizada em programas de formação destinados a optimizar os padrões motivacionais adaptativos nos professores.

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Biografia Autor

Elisa Huéscar Hernández, Universidad Miguel Hernández de Elche

Departamento de Psicología de la Salud.

Profesora Ayudante Doctora a tiempo completo.

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Publicado
03-01-2022 — Atualizado em 03-01-2022
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Como Citar
Barrachina Peris, J., Moreno Murcia, J. A., & Huéscar Hernández, E. (2022). Concepção e validação de uma escala para a medição do estilo motivacional dos professores . Cadernos de Psicologia do Desporto, 22(1), 67–80. https://doi.org/10.6018/cpd.430321
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Psicología del Deporte

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