Aulas remotas em tempo de pandemia de Covid-19: fatores promotores da motivação dos alunos do curso de Ciências Contábeis

• Autor(a) principal: Ribeiro, Tania Maria
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18374
• topic: Self-determination; Intrinsic motivation; Remote lessons; Students; Accounting Sciences; Autodeterminação; Motivação intrínseca; Aulas remotas; Discentes; Ciências contábeis; Contabilidade – Estudo e ensino (Superior) – Rio de Janeiro (RJ); Motivação na educação; Autodeterminação (Educação); COVID-19(Doença); CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::CIENCIAS CONTABEIS

The year 2020 and so far 2021 were marked by the Covid-19 pandemic, which is still infecting millions of people around the world. Faced with this scenario, Higher Education Institutions (HEIs) proposed the use of new strategies to keep students learning even at home, and that is why most universities and schools in Brazil opted for remote classes. This work, therefore, aimed to analyze what are the factors that promote the motivation of students in the Accounting course of a Brazilian private university, with remote classes during the Covid-19 pandemic as a scenario, from the perspective of the theory of self-determination (SDT). The methodology had a qualitative, descriptive approach, using an in-depth interview. The selection of the research subjects was formed by 12 students of the fourth period of Accounting Sciences of the semester 2021.1, in a higher education institution located in the North Zone of Rio de Janeiro, whose students, for the most part, belong to classes C and D. The results showed that ten of the students showed autonomous motivation for the study, six with intrinsic motivation. In this sense, it was possible to notice that environmental and personal factors affect the intrinsic motivation of students, and that their behaviors are guided by contexts that provide contributions to psychological needs, which demand from individual skills that can vary the level and type of motivation.