Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus mossoró
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
Texto Completo: | https://repositorio.ufersa.edu.br/handle/prefix/1097 |
Resumo: | Nowadays, the search for technical courses has significantly increased. Therefore, Distance Education Courses (DE) contribute to this growing vocational professional traning.The Digital Metropolis Institute, in Rio Grande do Norte , offers technical courses in the area of information technology, available through semi-presential Distance Education Courses (ED) modality, composing multiprofessional team of student assistance in the work against evasion. However, social issues have little effect or minimal interference in student evasion, since those issues are under academic autonomy. The incoming student in (DE) needs to develop the necessary skills for this teaching-learning methodology. Therefore, self-efficacy, in which it designates the individual's belief in his or her ability to perform a given task is the main point of this work. Since, the greater the belief in academic self-efficacy, the better student expectancy is expected and, consequently, a positive impact on the student's permanence.This study aims to illustrate and to analyze the relationship between academic self-efficacy and student permanence , as well as the relationship between social, historical-educational and motivational arrangement and student’s academic self-efficacy. Methodologically, this is a quantitative and qualitative research, that took place at The Digital Metropolis Institute (IMD), campus UFERSA Mossoró/RN, which analyses data from 53 regular students and 16 schood drop-outs from the basic level 2017.1. It was used as instruments , the Socioeconomic Questionnaire for IMD Social Service, the Motivation Scale for Learning, the Self-efficacy Scale in Higher Education adapted to the reality of the technical courses of intermediate level developed throughout the work and a structured interview script. As a result, statistical tests showed significant difference between the first week academic self-efficacy and the the last month of classes, among regular students. It was clear the decrease of self-efficacy, what shows huge efforts from the students in order to reach the required ability to do a Distance Education student Courses. Those students began to consider their beliefs in their own self-efficacy in a better way. Among social and historical-educational compositions, only the variable of "educational level" showed significant difference by the last month of classes, in which higher education people tend to be more self-confident about academic autonomy . Regarding academic motivation, there was no significant difference among the average reported. The quantitative analysis showed that regular or permanent students developed the ability to manage the effort and time required to study in virtual environment (AVA), as well as motivation to reach professional success This scenario is different among drop-out students or evaded students , in whom the statistical tests with self-efficacy and academic motivation, as well as in the qualitative analysis, presented absence of integration behavior with the virtual environment (AVA) and low motivation .Under technical courses learning model it is clear the need for multiprofessional team to assist students, improve pedagogical actions towards teachers and tutors, in order to engage students through practical experience, persuasion, as well as academic motivation. It is important to provide emotional support and familiar, and to develop studies mothods and technological support to the students, in order to minimize bad experiences and improve student retention among potential school drop-outs |
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Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus mossoróAutoeficácia acadêmicaestudantepermanência acadêmicaAcademic self-efficacystudentstudent permanenceOUTROS::CIENCIA COGNITIVANowadays, the search for technical courses has significantly increased. Therefore, Distance Education Courses (DE) contribute to this growing vocational professional traning.The Digital Metropolis Institute, in Rio Grande do Norte , offers technical courses in the area of information technology, available through semi-presential Distance Education Courses (ED) modality, composing multiprofessional team of student assistance in the work against evasion. However, social issues have little effect or minimal interference in student evasion, since those issues are under academic autonomy. The incoming student in (DE) needs to develop the necessary skills for this teaching-learning methodology. Therefore, self-efficacy, in which it designates the individual's belief in his or her ability to perform a given task is the main point of this work. Since, the greater the belief in academic self-efficacy, the better student expectancy is expected and, consequently, a positive impact on the student's permanence.This study aims to illustrate and to analyze the relationship between academic self-efficacy and student permanence , as well as the relationship between social, historical-educational and motivational arrangement and student’s academic self-efficacy. Methodologically, this is a quantitative and qualitative research, that took place at The Digital Metropolis Institute (IMD), campus UFERSA Mossoró/RN, which analyses data from 53 regular students and 16 schood drop-outs from the basic level 2017.1. It was used as instruments , the Socioeconomic Questionnaire for IMD Social Service, the Motivation Scale for Learning, the Self-efficacy Scale in Higher Education adapted to the reality of the technical courses of intermediate level developed throughout the work and a structured interview script. As a result, statistical tests showed significant difference between the first week academic self-efficacy and the the last month of classes, among regular students. It was clear the decrease of self-efficacy, what shows huge efforts from the students in order to reach the required ability to do a Distance Education student Courses. Those students began to consider their beliefs in their own self-efficacy in a better way. Among social and historical-educational compositions, only the variable of "educational level" showed significant difference by the last month of classes, in which higher education people tend to be more self-confident about academic autonomy . Regarding academic motivation, there was no significant difference among the average reported. The quantitative analysis showed that regular or permanent students developed the ability to manage the effort and time required to study in virtual environment (AVA), as well as motivation to reach professional success This scenario is different among drop-out students or evaded students , in whom the statistical tests with self-efficacy and academic motivation, as well as in the qualitative analysis, presented absence of integration behavior with the virtual environment (AVA) and low motivation .Under technical courses learning model it is clear the need for multiprofessional team to assist students, improve pedagogical actions towards teachers and tutors, in order to engage students through practical experience, persuasion, as well as academic motivation. It is important to provide emotional support and familiar, and to develop studies mothods and technological support to the students, in order to minimize bad experiences and improve student retention among potential school drop-outsContemporaneamente, a escolha por cursos técnicos acenderam significativamente, para tanto, cursos de Educação a Distância (EaD) vêm colaborando com essa crescente formação profissional. O Instituto Metrópole Digital no Rio Grande do Norte oferta cursos técnicos na área de tecnologia da informação, de modalidade EAD semipresencial, compondo equipe multiprofissional de assistencial estudantil no trabalho frente à evasão. Todavia as questões de cunho social possuem interferência mínima na evasão estudantil, uma vez que estão atreladas a ordens de autonomia acadêmica. O estudante ingressante na EaD necessita desenvolver as habilidades necessárias para essa metodologia de ensino-aprendizagem. Para tanto, a autoeficácia, na qual designa a crença do indivíduo em sua capacidade de realizar determinada tarefa é o ponto principal deste trabalho. Uma vez que, quanto maior for à crença da autoeficácia acadêmica melhor se espera do desenvolvimento estudantil e, por consequência, uma incidência positiva na permanência do estudante. Este trabalho objetivou analisar a relação da autoeficácia acadêmica com a permanência estudantil, identificando-se também a relação de composições sociais, histórico-educacionais e motivacionais com autoeficácia acadêmica dos estudantes. Metodologicamente trata-se de uma pesquisa quantitativa e qualitativa, realizada no Instituto Metrópole Digital (IMD), polo UFERSA Câmpus Mossoró/RN, analisando dados de 53 estudantes permanentes e 16 evadidos do modulo básico 2017.1. Utilizou-se como instrumentos o Questionário socioeconômico do serviço social do IMD, a Escala de Avaliação da Motivação Para Aprendizagem, a Escala de Autoeficácia na Formação Superior adaptado para a realidade dos cursos técnicos de nível médio desenvolvido ao longo do trabalho e um roteiro de entrevista estruturada. Como resultado os testes estatísticos indicaram diferença significativa entre a autoeficácia acadêmica da primeira semana e do último mês de aula com os estudantes permanentes, apresentando redução dela, indicando que estes estudantes produziram grande esforços para o desenvolvimento de habilidades necessárias para a EaD. Esses estudantes passaram a julgar suas crenças de autoeficácia de forma mais prudente. Dentre as composições sociais e histórico-educacionais, apenas a variável de “grau de escolaridade” apresentou diferença significativa no último mês de aula favorecendo o ensino superior no qual essas pessoas possuem mais autoconfiança nas questões que envolvem autonomia acadêmica. Com relação a motivação acadêmica, também não houve diferença estatística significativa entre as médias desse construto. As análises qualitativas apresentaram que os estudantes permanentes desenvolveram autogestão do esforço e do tempo para acessos ao ambiente virtual de aprendizagem (AVA), bem como possuem motivação envolta do estudo para o sucesso profissional. Esse resultado é divergente dos alunos evadidos, no qual os testes estatísticos com a autoeficácia e a motivação acadêmica, bem como na análise qualitativa, apresentaram ausência de comportamento de integração junto ao AVA e a baixa motivação. No modelo de ensino-aprendizagem adotado pelos cursos técnicos estudados destaca-se a necessidade da equipe multiprofissional de assistência estudantil favorecer ações pedagógicas voltadas aos professores e tutores para maior aproximação aos estudantes, estimulando-os por meio da experiência vicária e persuasão verbal, como também por meio da motivação acadêmica. Destaca-se também a necessidade de realizar apoio emocional familiar e contribuir com estratégias de estudo junto aos recursos tecnológicos a disposição dos estudantes, a fim de suavizar as experiências diretas negativasCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESUniversidade Federal Rural do Semi-ÁridoBrasilCentro de Ciências Sociais Aplicadas e Humanas - CCSAHUFERSAPrograma de Pós-Graduação Interdisciplinar em Cognição, Tecnologias e InstituiçõesMartins, Remerson Russel01022052489http://lattes.cnpq.br/6904855501043136Martins, Remerson Russel01022052489http://lattes.cnpq.br/6904855501043136Silva, Fabio Henrique Vieira de Cristo e00819715409http://lattes.cnpq.br/5538481123174916Monteiro, Bruno de Sousa05388377482http://lattes.cnpq.br/7054573122944045Lima, Carmem Tassiany Alves de2019-04-22T11:50:08Z2019-04-182019-04-22T11:50:08Z2018-07-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfCitação com autor incluído no texto: Lima (2018) Citação com autor não incluído no texto: (LIMA, 2018)https://repositorio.ufersa.edu.br/handle/prefix/1097porLIMA, Carmem Tassiany Alves de. Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus Mossoró. 2018. 121 f. Dissertação (Mestrado em Cognição, Tecnologias e Instituições), Universidade Federal Rural do Semi-Árido, Mossoró, 2018.CC-BY-SAinfo:eu-repo/semantics/openAccessreponame:Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU)instname:Universidade Federal Rural do Semi-Árido (UFERSA)instacron:UFERSA2023-11-20T19:27:55Zoai:repositorio.ufersa.edu.br:prefix/1097Repositório Institucionalhttps://repositorio.ufersa.edu.br/PUBhttps://repositorio.ufersa.edu.br/server/oai/requestrepositorio@ufersa.edu.br || admrepositorio@ufersa.edu.bropendoar:2023-11-20T19:27:55Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) - Universidade Federal Rural do Semi-Árido (UFERSA)false |
dc.title.none.fl_str_mv |
Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus mossoró |
title |
Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus mossoró |
spellingShingle |
Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus mossoró Lima, Carmem Tassiany Alves de Autoeficácia acadêmica estudante permanência acadêmica Academic self-efficacy student student permanence OUTROS::CIENCIA COGNITIVA |
title_short |
Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus mossoró |
title_full |
Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus mossoró |
title_fullStr |
Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus mossoró |
title_full_unstemmed |
Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus mossoró |
title_sort |
Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus mossoró |
author |
Lima, Carmem Tassiany Alves de |
author_facet |
Lima, Carmem Tassiany Alves de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Martins, Remerson Russel 01022052489 http://lattes.cnpq.br/6904855501043136 Martins, Remerson Russel 01022052489 http://lattes.cnpq.br/6904855501043136 Silva, Fabio Henrique Vieira de Cristo e 00819715409 http://lattes.cnpq.br/5538481123174916 Monteiro, Bruno de Sousa 05388377482 http://lattes.cnpq.br/7054573122944045 |
dc.contributor.author.fl_str_mv |
Lima, Carmem Tassiany Alves de |
dc.subject.por.fl_str_mv |
Autoeficácia acadêmica estudante permanência acadêmica Academic self-efficacy student student permanence OUTROS::CIENCIA COGNITIVA |
topic |
Autoeficácia acadêmica estudante permanência acadêmica Academic self-efficacy student student permanence OUTROS::CIENCIA COGNITIVA |
description |
Nowadays, the search for technical courses has significantly increased. Therefore, Distance Education Courses (DE) contribute to this growing vocational professional traning.The Digital Metropolis Institute, in Rio Grande do Norte , offers technical courses in the area of information technology, available through semi-presential Distance Education Courses (ED) modality, composing multiprofessional team of student assistance in the work against evasion. However, social issues have little effect or minimal interference in student evasion, since those issues are under academic autonomy. The incoming student in (DE) needs to develop the necessary skills for this teaching-learning methodology. Therefore, self-efficacy, in which it designates the individual's belief in his or her ability to perform a given task is the main point of this work. Since, the greater the belief in academic self-efficacy, the better student expectancy is expected and, consequently, a positive impact on the student's permanence.This study aims to illustrate and to analyze the relationship between academic self-efficacy and student permanence , as well as the relationship between social, historical-educational and motivational arrangement and student’s academic self-efficacy. Methodologically, this is a quantitative and qualitative research, that took place at The Digital Metropolis Institute (IMD), campus UFERSA Mossoró/RN, which analyses data from 53 regular students and 16 schood drop-outs from the basic level 2017.1. It was used as instruments , the Socioeconomic Questionnaire for IMD Social Service, the Motivation Scale for Learning, the Self-efficacy Scale in Higher Education adapted to the reality of the technical courses of intermediate level developed throughout the work and a structured interview script. As a result, statistical tests showed significant difference between the first week academic self-efficacy and the the last month of classes, among regular students. It was clear the decrease of self-efficacy, what shows huge efforts from the students in order to reach the required ability to do a Distance Education student Courses. Those students began to consider their beliefs in their own self-efficacy in a better way. Among social and historical-educational compositions, only the variable of "educational level" showed significant difference by the last month of classes, in which higher education people tend to be more self-confident about academic autonomy . Regarding academic motivation, there was no significant difference among the average reported. The quantitative analysis showed that regular or permanent students developed the ability to manage the effort and time required to study in virtual environment (AVA), as well as motivation to reach professional success This scenario is different among drop-out students or evaded students , in whom the statistical tests with self-efficacy and academic motivation, as well as in the qualitative analysis, presented absence of integration behavior with the virtual environment (AVA) and low motivation .Under technical courses learning model it is clear the need for multiprofessional team to assist students, improve pedagogical actions towards teachers and tutors, in order to engage students through practical experience, persuasion, as well as academic motivation. It is important to provide emotional support and familiar, and to develop studies mothods and technological support to the students, in order to minimize bad experiences and improve student retention among potential school drop-outs |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-07-26 2019-04-22T11:50:08Z 2019-04-18 2019-04-22T11:50:08Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
Citação com autor incluído no texto: Lima (2018) Citação com autor não incluído no texto: (LIMA, 2018) https://repositorio.ufersa.edu.br/handle/prefix/1097 |
identifier_str_mv |
Citação com autor incluído no texto: Lima (2018) Citação com autor não incluído no texto: (LIMA, 2018) |
url |
https://repositorio.ufersa.edu.br/handle/prefix/1097 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
LIMA, Carmem Tassiany Alves de. Autoeficácia e motivação acadêmica: um estudo sobre a permanência acadêmica nos cursos técnicos de educação a distância do instituto metrópole digital, câmpus Mossoró. 2018. 121 f. Dissertação (Mestrado em Cognição, Tecnologias e Instituições), Universidade Federal Rural do Semi-Árido, Mossoró, 2018. |
dc.rights.driver.fl_str_mv |
CC-BY-SA info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
CC-BY-SA |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal Rural do Semi-Árido Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação Interdisciplinar em Cognição, Tecnologias e Instituições |
publisher.none.fl_str_mv |
Universidade Federal Rural do Semi-Árido Brasil Centro de Ciências Sociais Aplicadas e Humanas - CCSAH UFERSA Programa de Pós-Graduação Interdisciplinar em Cognição, Tecnologias e Instituições |
dc.source.none.fl_str_mv |
reponame:Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) instname:Universidade Federal Rural do Semi-Árido (UFERSA) instacron:UFERSA |
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Universidade Federal Rural do Semi-Árido (UFERSA) |
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UFERSA |
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UFERSA |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) |
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Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU) - Universidade Federal Rural do Semi-Árido (UFERSA) |
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repositorio@ufersa.edu.br || admrepositorio@ufersa.edu.br |
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1809747473449615360 |