Banca de DEFESA: FÁBIO BRUM THIMÓTEO
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.DISCENTE : FÁBIO BRUM THIMÓTEO
DATA : 30/08/2019
HORA: 14:00
LOCAL: Auditório Mariele Franco - Instituto de Educação
TÍTULO:
Cross-cultural adaptation and validation of Learning and Performance Orientations in Physical Education Classes Questionnaire for Physical Education Students in Brazil
PALAVRAS-CHAVES:
motivation, goal orientation, motivational climate, physical education, validation.
PÁGINAS: 115
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Avaliação da Aprendizagem
RESUMO:
The low participation in Physical Education (PE) classes which often happens in high school is a reflection of the programs developed yet in elementary school, which emphasize the repetition, execution and improvement of sports technical gestures. From the Achievement Goal Theory (AGT), motivational studies in the educational environment have shown that teachers who promote a task-oriented (learning) motivational climate in their classes encourage students to regulate their behavior internally, increase your satisfaction with the tasks and encourage the establishment of learning goals. Research on goal orientation assess the context from instruments that do not directly consider the educational context, but rather focus on students' personal perspective. However, there is no instrument that allows a more objective characterization based on the teaching actions in the educational environment, as presented by Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ). Thus, the aim of the research was to translate, cross-culturally adapt and validate LAPOPECQ for the Brazilian school context. Also they used the instruments Perception of Success Questionnaire (POSQ) and Basic Psychological Needs Questionnaire in Physical Education (BPNQ-PE), translated and validated for the Brazilian culture. The research is of developmental and of the qualitative and quantitative character. The sample involved 414 male and female students from Primary and Secondary Public State and Private Schools, located in the, located in the municipalities of Itaguaí, Mendes, Nova Iguaçu, Paracambi, Rio de Janeiro (Campo Grande) and Seropédica, of the State of Rio de Janeiro – RJ; and from the city of Juiz de Fora, of the State of Minas Gerais - MG, with aged between 12 and 21 years. The procedures for translation and adaptation of the questionnaire included the steps suggested in the international literature: translation, meeting synthesis, back-translation, expert committee and pre-test. In addition, for validation purposes was verified construct validity (exploratory factor analysis (EFA), internal consistency, and convergent and discriminant validity). Data analysis was performed using descriptive and inferential statistics. Data were analyzed using the software SPSS®, versão 17.0 (for Windows). The AFE results indicated a good fit to the data, where Bartlett Test (X2(351) = 4113,329; p<0,001) and Keiser-Meyer-Olkin criteria (KMO = 0.869). In addition, five subscales emerged representing the factorial dimensions proposed by Papaioannou (1994). During AFE, only item 11 was deleted from the structure due to its low factorial load. The adapted instrument presented satisfactory internal consistency. Positive associations were found between orientations and perceptions that share a common meaning (eg., between learning orientation and the perception of a learning-oriented motivational climate), which were of moderate value. It was found that student learning orientation, task orientation, and learning climate perception were not correlated with competition orientation. On the other hand, they were negatively related to the orientation to the result without effort and with ego orientation. It was found that the motivational climate for learning and student learning orientation were positively and significantly related to the Basic Psychological Needs (BPN) – social relationship, competence and autonomy, as well as the total BPN score, meaning that the higher the level of perception of the motivational climate for learning and the motivational orientation for learning, the higher the rates of overall attention of the BPN, as well as the dimensions of competence, autonomy and social relationship. It is concluded that the initial evidences of validity of LAPOPECQ support its use in the Brazilian school context.
MEMBROS DA BANCA:
Presidente - 387329 - JOSE HENRIQUE DOS SANTOS
Interno - 2200105 - FABIANE FROTA DA ROCHA MORGADO
Externo à Instituição - José Antonio Vianna - UERJ