Students' and teachers' motivation: A reciprocal and relational process
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17575/rpsicol.v23i2.333 |
Resumo: | This text was written to integrate a special issue in honour of Professor Joaquim Bairrão, who argued for an ecologically valid psychology of education in Portugal, which included an increased focus on the role of the social and interpersonal processes that make up the social context of schooling. Along with the spirit of his claim, this article highlights the usefulness of an integrated approach to motivation in education, emphasising a double focus on the individual and on the contextual underpinnings of student motivation. In the present article, selected studies will be presented that use an integrated analysis of student’s individual beliefs and teacher’s classroom practices, in order to evidence the reciprocal and relational nature of students’ motivation and teacher behavior in the classroom. It is argued that a more complete understanding of students’ motivation entails the consideration of both the individual motivational beliefs that the students ‘bring’ to the classroom, and the structure and dynamics of the classroom practices. In particular, this article calls attention to the reciprocal influences between the teacher and the students, and to the need to analyse teachers’ behaviours as determinants as well as consequences of students’ motivation and engagement. The role played by teacher-students relationships in the motivational dynamics of the classroom is also underscored in the studies presented. DOI: http://dx.doi.org/10.17575/rpsicol.v23i2.333 |
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Students' and teachers' motivation: A reciprocal and relational processMotivação dos estudantes e dos professores: Um processo recíproco e relacional-This text was written to integrate a special issue in honour of Professor Joaquim Bairrão, who argued for an ecologically valid psychology of education in Portugal, which included an increased focus on the role of the social and interpersonal processes that make up the social context of schooling. Along with the spirit of his claim, this article highlights the usefulness of an integrated approach to motivation in education, emphasising a double focus on the individual and on the contextual underpinnings of student motivation. In the present article, selected studies will be presented that use an integrated analysis of student’s individual beliefs and teacher’s classroom practices, in order to evidence the reciprocal and relational nature of students’ motivation and teacher behavior in the classroom. It is argued that a more complete understanding of students’ motivation entails the consideration of both the individual motivational beliefs that the students ‘bring’ to the classroom, and the structure and dynamics of the classroom practices. In particular, this article calls attention to the reciprocal influences between the teacher and the students, and to the need to analyse teachers’ behaviours as determinants as well as consequences of students’ motivation and engagement. The role played by teacher-students relationships in the motivational dynamics of the classroom is also underscored in the studies presented. DOI: http://dx.doi.org/10.17575/rpsicol.v23i2.333Inserindo-se num volume de homenagem ao Professor Joaquim Bairrão, impulsionador da aplicação de uma perspectiva ecológica e transaccional à investigação e prática educacional em Portugal, este texto apresenta resultados de estudos seleccionados no sentido de mostrar o interesse de uma abordagem integrada da motivação que considere a complementaridade entre as perspectivas focadas no estudante individual e as perspectivas focadas nos contextos de sala de aula. A apresentação de investigação que analisa a interdependência entre crenças motivacionais individuais dos estudantes e práticas de sala de aula, permitirá evidenciar a natureza interactiva e relacional da motivação dos estudantes e dos seus efeitos no comportamento do professor. Argumenta-se que para compreender e promover a motivação dos estudantes é necessário considerar quer as crenças motivacionais individuais que os estudantes “trazem” consigo, quer as práticas de sala de aula. Especialmente interessantes são os resultados de investigação que mostra a existência de influências recíprocas entre professor e estudantes, os comportamentos do professor sendo determinantes e determinados pela motivação dos estudantes. Sublinha-se também o papel especial que o relacionamento professor-estudantes parece desempenhar nesta dinâmica. DOI: http://dx.doi.org/10.17575/rpsicol.v23i2.333Associação Portuguesa de Psicologia2009-12-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17575/rpsicol.v23i2.333https://doi.org/10.17575/rpsicol.v23i2.333PSICOLOGIA; Vol. 23 No. 2 (2009); 141-152PSICOLOGIA; Vol. 23 N.º 2 (2009); 141-1522183-24710874-2049reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revista.appsicologia.org/index.php/rpsicologia/article/view/333https://revista.appsicologia.org/index.php/rpsicologia/article/view/333/96Lemos, Marina Serrainfo:eu-repo/semantics/openAccess2023-11-09T12:49:17Zoai:oai.appsicologia.org:article/333Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:10:13.222523Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Students' and teachers' motivation: A reciprocal and relational process Motivação dos estudantes e dos professores: Um processo recíproco e relacional |
title |
Students' and teachers' motivation: A reciprocal and relational process |
spellingShingle |
Students' and teachers' motivation: A reciprocal and relational process Lemos, Marina Serra - |
title_short |
Students' and teachers' motivation: A reciprocal and relational process |
title_full |
Students' and teachers' motivation: A reciprocal and relational process |
title_fullStr |
Students' and teachers' motivation: A reciprocal and relational process |
title_full_unstemmed |
Students' and teachers' motivation: A reciprocal and relational process |
title_sort |
Students' and teachers' motivation: A reciprocal and relational process |
author |
Lemos, Marina Serra |
author_facet |
Lemos, Marina Serra |
author_role |
author |
dc.contributor.author.fl_str_mv |
Lemos, Marina Serra |
dc.subject.por.fl_str_mv |
- |
topic |
- |
description |
This text was written to integrate a special issue in honour of Professor Joaquim Bairrão, who argued for an ecologically valid psychology of education in Portugal, which included an increased focus on the role of the social and interpersonal processes that make up the social context of schooling. Along with the spirit of his claim, this article highlights the usefulness of an integrated approach to motivation in education, emphasising a double focus on the individual and on the contextual underpinnings of student motivation. In the present article, selected studies will be presented that use an integrated analysis of student’s individual beliefs and teacher’s classroom practices, in order to evidence the reciprocal and relational nature of students’ motivation and teacher behavior in the classroom. It is argued that a more complete understanding of students’ motivation entails the consideration of both the individual motivational beliefs that the students ‘bring’ to the classroom, and the structure and dynamics of the classroom practices. In particular, this article calls attention to the reciprocal influences between the teacher and the students, and to the need to analyse teachers’ behaviours as determinants as well as consequences of students’ motivation and engagement. The role played by teacher-students relationships in the motivational dynamics of the classroom is also underscored in the studies presented. DOI: http://dx.doi.org/10.17575/rpsicol.v23i2.333 |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-12-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17575/rpsicol.v23i2.333 https://doi.org/10.17575/rpsicol.v23i2.333 |
url |
https://doi.org/10.17575/rpsicol.v23i2.333 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revista.appsicologia.org/index.php/rpsicologia/article/view/333 https://revista.appsicologia.org/index.php/rpsicologia/article/view/333/96 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Associação Portuguesa de Psicologia |
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Associação Portuguesa de Psicologia |
dc.source.none.fl_str_mv |
PSICOLOGIA; Vol. 23 No. 2 (2009); 141-152 PSICOLOGIA; Vol. 23 N.º 2 (2009); 141-152 2183-2471 0874-2049 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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