Um dos principais problemas enfrentados no Ensino Médio no Brasil refere-se à falta de motivação dos estudantes. Neste contexto, destaca-se a importância das metas adotadas como um dos principais motivadores do comportamento humano. As metas de realização consistem no propósito ou foco cognitivo-dinâmico de engajamento em uma tarefa, sendo que a partir da orientação a uma determinada meta de realização, esta funciona como um referencial que permite ao indivíduo interpretar e experimentar os contextos de realização, levando a decisões comportamentais e a reações afetivas. Este estudo teve por objetivo geral identificar, descrever e analisar as metas de realização de 207 estudantes do Ensino Médio de escolas públicas de um município do interior paulista. Procurou-se, especificamente, descrever as metas de realização em relação às escolas, séries e períodos frequentados. Para tanto, os dados foram tratados a partir de uma análise descritiva com medidas de tendência central. Os instrumentos utilizados foram o Questionário de Caracterização e o Questionário de Metas de Realização, que compreende quatro tipos de metas de realização, sendo elas: meta aprender-aproximação, meta aprender-evitação...

Dissertação de mestrado integrado em Psicologia; Este estudo analisou a relação entre os comportamentos parentais, a orientação motivacional e o rendimento desportivo, no contexto do desporto juvenil. Participaram nesta investigação 711 atletas (89 raparigas e 622 rapazes), com idades compreendidas entre os 12 e os 19 anos (M = 14.77; DP = 1.86). Os participantes responderam a um protocolo de avaliação composto por quatro instrumentos: questionário demográfico, Questionário de Comportamentos Parentais no Desporto; Escala de Objetivos de Realização para o Desporto Juvenil e Escala de Avaliação dos Objetivos de Rendimento. Os resultados demonstraram a existência de correlações positivas entre os comportamentos parentais, a orientação motivacional e a perceção de obtenção dos objetivos de rendimento. Verificou-se igualmente diferenças nestas dimensões psicológicas avaliadas em função de variáveis pessoais e desportivas dos atletas. Por último, verificou-se ainda a relevância dos comportamentos parentais e da obtenção dos objetivos individuais de rendimento na predição da orientação motivacional. Em suma, os resultados sugerem a importância das variáveis em estudo na explicação da experiência psicológica dos jovens atletas...

Este E-Book reúne um conjunto de investigações apresentadas no “I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação” (ICIEAE), organizado no âmbito do “Projeto PTDC/CPE-CED/114362/2009 - Envolvimento dos Alunos na Escola: Diferenciação e Promoção” (EAE-DP), financiado pela Fundação para a Ciência e a Tecnologia (FCT).; Framework: Students’ Engagement in School (SES) is regarded in the literature as a valuable cutting-edge construct, although few empirical studies address its relationship with personal variables, such as achievement goals, attending, for instance, to the students’ grade levels. Purpose: The present research sought to examine studies on the relation between achievement goals and school variables as students’ engagement in school, over adolescence. Method: In order to describe the state of art of student’s engagement in school and achievement goals and grade level, we prepared a narrative review. Conclusions: The studies revised highlight the role of achievement goals as important for a student’s engagement in school; however, there is the need to extend research in this area by considering potential personal and schoolrelated mediator variables. It is suggested a special support for those students who...

In this study we analyse the relations of parental attitudes towards academic achievement (process-centred vs. performance-centred) with self-representations, motivational orientations and academic achievement. Participants were 498 students attending 7th and 9th grades. To collect data we used a self-concept scale (Peixoto & Almeida, 1999), a scale of motivational orientations (Skaalvik, 1997), and a scale to assess parental attitudes towards academic performance (Antunes & Fontaine, 2003). Correlation analysis showed positive associations between processes centred attitudes and academic self-concept, self-esteem, task orientation, and academic achievement. Performance centred attitudes were negatively correlated with academic self-concept, self-esteem and academic achievement, and positively related to selfenhancing ego orientation, self-defeating ego orientation and avoidance orientation. Structural equation modelling revealed different paths, in the relationship between parental attitudes and academic achievement, for process centred attitudes and for performance centred attitudes. Results in this study support the idea that the perception of parental attitudes centred in the process are related to positive outcomes while parental attitudes centred on performance are related to less positive outcomes. Finally...

Thesis (Ph. D.)--University of Rochester. Dept. of Clinical and Social Sciences in Psychology, 2010.; The current research focused on two important points regarding the cyclical nature of achievement goals. These points were addressed by examining stability and change in students making the transition from elementary school to middle school between Grades 5 and 6. The middle school transition comes at a crucial point in a child’s development, and the confluence of challenges that students face at this time may result in a unique pattern of stability and change in achievement goals, particularly in response to competence feedback. First, the extent of stability and change in achievement goal endorsement was assessed, not only with traditional sample-level analyses such as differential continuity and mean-level change, but also with within-person analyses such as individual-level change and ipsative continuity (both profile continuity and profile dispersion). High levels of differential and ipsative continuity were observed in achievement goals across time. No significant mean-level change occurred in any goal, although this can be attributed to the bidirectional variability of the observed individual-level change. Second...

This research evaluated (a) the correlation between math anxiety, math attitudes, and achievement in math and (b) comparison among these variables in terms of gender among grade 9 students in a high school located in southern Ontario. Data were compiled from participant responses to the Attitudes Toward Math Inventory (ATMI) and the Math Anxiety Rating Scale for Adolescents (MARS-A), and achievement data were gathered from participants’ grade 9 academic math course marks and the EQAO Grade 9 Assessment of Mathematics. Nonparametric tests were conducted to determine whether there were relationships between the variables and to explore whether gender differences in anxiety, attitudes, and achievement existed for this sample. Results indicated that math anxiety was not related to math achievement but was a strong correlate of attitudes toward math. A strong positive relationship was found between math attitudes and achievement in math. Specifically, self-confidence in math, enjoyment of math, value of math, and motivation were all positive correlates of achievement in math. Also, results for gender comparisons were nonsignificant, indicating that gender differences in math anxiety, math attitudes, and math achievement scores were not prevalent in this group of grade 9 students. Therefore...

This third volume in the five-part National Assessments of Educational Achievement series, focuses on practical issues in the implementation of a national assessment. These include the representation of key educational stakeholders, required personnel and facilities, and the sequence of administrative activities in implementing an assessment. Particular attention is focused on sampling, such as defining the population to be assessed, elements of sampling theory, and the selection of schools and students to take part in an assessment. Readers are guided through the selection of a sample by working on a set of concrete tasks presented in the text, using data files in an accompanying CD. One section of Volume 3 is devoted to typical tasks involved in preparing, validating and managing data. Users are expected to develop competence in data preparation skills by carrying out the practical exercises in the CD. They are also shown how to complete important pre-analysis steps such as compute survey weights, calculate means and their sampling errors, and how to deal with non-responses and oversize and undersize schools. This volume is intended primarily for teams who are responsible for conducting national assessments and graduate students interested in technical aspects of large-scale surveys.

This book, the fifth and final volume of the National Assessments of Educational Achievement series, draws on the experiences of over forty countries that have implemented a national assessment. It considers the role of contextual factors which impinge on the use of assessment findings. The attachment of sanctions to performance on a national assessment and use of assessment results for accountability are discussed. Key components of a national assessment report are specified . Other instruments to communicate findings are described. Uses of national assessment findings for policy, management, teaching, and raising public awareness are described. A number of ways in which the use and value of national assessments could be optimized are proposed. This volume is intended primarily for teams who are responsible for conducting national assessments and policy makers responsible for the dissemination and use of national assessment results.

This paper proposes two related measures of educational inequality: one for educational achievement and another for educational opportunity. The former is the simple variance (or standard deviation) of test scores. Its selection is informed by consideration of two measurement issues that have typically been overlooked in the literature: the implications of the standardization of test scores for inequality indices, and the possible sample selection biases arising from the Program of International Student Assessment (PISA) sampling frame. The measure of inequality of educational opportunity is given by the share of the variance in test scores that is explained by pre-determined circumstances. Both measures are computed for the 57 countries in which PISA surveys were conducted in 2006. Inequality of opportunity accounts for up to 35 percent of all disparities in educational achievement. It is greater in (most of) continental Europe and Latin America than in Asia, Scandinavia, and North America. It is uncorrelated with average educational achievement and only weakly negatively correlated with per capita gross domestic product. It correlates negatively with the share of spending in primary schooling...

This study explored the topic of motivation for intermediate students combining both an objective criterion measure (i.e., standardized test scores) and the self-report of students on self-concept and value of reading. The purpose of this study was to examine how third grade reading achievement correlated with the motivation of fourth grade boys and girls, and, in turn, how motivation related to fourth grade reading achievement. The participants were fourth grade students (n=207) attending two public, elementary schools in Miami-Dade County who were of primarily Hispanic origin or descent. Data were collected using the Reading Survey portion of the Motivation to Read Profile (1996) which measures self-concept and value of reading in order to measure motivation and the Third and Fourth Grade Reading Florida Comprehensive Assessment Tests 2.0 (FCAT 2.0) to assess achievement. First, a one way Analysis of Variance (ANOVA) was conducted to determine whether motivation differed significantly between fourth grade boys and girls. Second, a path analysis was used to determine whether motivation mediated or moderated the association between FCAT 2.0 third and fourth grade scores. Results of the ANOVA indicated that motivation, as measured by the Motivation to Read Profile did not differ significantly by sex. Results from the path analysis indicated that the model was significant and that third grade FCAT 2.0 scores accounted for a significant amount of the variance in fourth grade FCAT 2.0 scores once motivation was entered. Results of the study demonstrated that motivation partially mediates...

Der Begriff Leistung begegnet nicht als eindeutige Bezeichnung für einen einzigen Sachverhalt, sondern in einer Vielzahl von Zusammenhängen: Physik, Sport, Schule, Wirtschaftswissenschaft, Versicherungen, Wohlfahrtsstaat, etc. Der Begriff ist überall derselbe, er kann jedoch völlig unterschiedliche Fälle bezeichnen. Die vorliegende Untersuchung analysiert das Phänomen „menschliche Leistung“ und die daraus sich ergebenden Zusammenhänge und Folgen für den Einzelnen und die Gesellschaft handlungstheoretisch und kategorial aus verschiedenen Perspektiven: Zunächst wird dargestellt, welches Phänomen der Rede von „menschlicher Leistung“ zugrunde liegt: Der Mensch handelt sinnvoll und zielgerichtet durch verantwortliche und bewusste Auswahl von vorzugswürdigen Möglichkeiten, weil er durch die Handlung Bedürfnisse befriedigen kann. Gelingt ihm das, so kann man sowohl das Handlungsergebnis als auch den Vorgang selbst als „Leistung“ bezeichnen. Anhand der Perspektive des österreichischen Nationalökonomen Carl Menger werden grundlegende Aspekte von Bedürfnissen und ihrer Befriedigung aufgezeigt, die aber aus phänomenologischer und theologischer Sicht ergänzt werden müssen: Jeder Mensch hat aufgrund seiner conditio humana zwei Grundbedürfnisse – er muss die ihm gegebene Situation zunächst deuten und sie dementsprechend gestalten. Daraus ergeben sich vier Arten von Bedürfnissen...

Private (non-state) sector engagement in the provision of educational services at the primary and secondary levels in South Asia has recently undergone remarkable growth. This type of education comes in various forms, such as schools financed and managed by the private sector, schools financed by the government and managed by the private sector, private school vouchers, and tutoring outside the classroom. According to recent household survey data, almost one-third of school-goers aged 6 to 18 years in South Asia go to private schools, with a high concentration in Bangladesh, India, Nepal, and Pakistan. Data for India, Nepal, and Pakistan show that on average, private schools perform at least as well as government schools on student test scores, after controlling for socioeconomic factors, and they do so at significantly lower costs to society. However, student achievement varies greatly across schools of each type, with many weak private schools as well as strong government schools. Substantial, albeit indirect, evidence points to teacher behavior and accountability as an important driver of the effectiveness of private schools. In the long run...

Large classroom variance of student age is prevalent in developing countries, where achievement tends to be low. This paper investigates whether increased classroom age variance adversely affects mathematics and science achievement. Using exogenous variation in the variance of student age in ability-mixing schools, the author finds robust negative effects of classroom age variance on fourth graders' achievement in developing countries. A simulation demonstrates that re-grouping students by age in the sample can improve math and science test scores by roughly 0.1 standard deviations. According to past estimates for the United States, this effect size is similar to that of raising expenditures per student by 26 percent.

This paper has two primary objectives. The first objective is to describe our method for predicting the counterfactual outcomes, and explain the reasons for this choice. The second is to present estimates of the counterfactual outcomes. The paper contains the following sections. Section two provides a description of the voucher system before the introduction of SEP (Subvencion Escolar Preferencial program, or Preferential School Subsidy), an explanation of the main components of SEP, and a summary of other educational reforms currently undergoing Parliamentary review, for which SEP may serve as a valuable pilot. In section three, we present the methodological approach employed in this paper to predict the counterfactual outcomes to which actual outcomes under SEP will be compared. Section four describes the data on students and schools used in this paper. This section also provides information on the distributions of grade four priority students and non-priority students among the nation's three types of elementary schools in the years 2005-2007 and predictions of what these distributions will have been in 2008 in the absence of SEP. Section five describes the distributions of achievement of priority students and non-priority students on SIMCE tests of Spanish...

This paper assembles a panel data set that measures cognitive achievement for 128 countries around the world from 1965 to 2010 in 5-year intervals. The data set is constructed from international achievement tests, such as the Programme for International Student Assessment and the Trends in International Mathematics and Science Study, which have become increasingly available since the late 1990s. These international assessments are linked to regional ones, such as the South and Eastern African Consortium for Monitoring of Educational Quality, the Programme d'Analyse des Systemes Educatifs de la Confemen, and the Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion, in order to produce one of the first globally comparable data sets on student achievement. In particular, the data set is one of the first to include achievement in developing countries, including 29 African countries and 19 Latin American countries. The paper also provides a first attempt at using the data set to identify causal factors that boost achievement. The results show that key drivers of global achievement are civil rights and economic freedom across all countries...

This introductory book describes the main features of national and international assessments, both of which became extremely popular tools for determining the quality of education in the 1990s and 2000s. This increase in popularity reflects two important developments. First, it reflects increasing globalization and interest in global mandates, including Education for All (UNESCO 2000). Second, it represents an overall shift in emphasis in assessing the quality of education from a concern with inputs (such as student participation rates, physical facilities, curriculum materials, and teacher training) to a concern with outcomes. This emphasis on outcomes can, in turn, be considered an expression of concern with the development of human capital in the belief (a) that knowledge is replacing raw materials and labor as resources in economic development and (b) that the availability of human knowledge and skills is critical in determining a country's rate of economic development and its competitiveness in an international market. The purposes and main features of national assessments are described in chapter 2. The reasons for carrying out a national assessment are considered in chapter 3...

The present study investigates the usefulness of a multi-method approach to the measurement of reading motivation and achievement. A sample of 127 elementary and middle-school children aged 10 to 14 responded to measures of motivation, attributions, and achievement both longitudinally and in a challenging reading context. Novel measures of motivation and attributions were constructed, validated, and utilized to examine the relationship between ~ motivation, attributions, and achievement over a one-year period (Study I). The impact of classroom contexts and instructional practices was also explored through a study of the influence of topic interest and challenge on motivation, attributions, and persistence (Study II), as well as through interviews with children regarding motivation and reading in the classroom (Study III). Creation and validation of novel measures of motivation and attributions supported the use of a self-report measure of motivation in situation-specific contexts, and confirmed a three-factor structure of attributions for reading performance in both hypothetical and situation-specific contexts. A one-year follow up study of children's motivation and reading achievement demonstrated declines in all components of motivation beginning at age 10 through 12...

Archbald, Douglas A.; In an age of high stakes testing and No Child Left Behind, schools cannot allow students to be unsuccessful academically. Students must learn to read and understand complex content at a rapid pace. These are big demands for all students, but particularly for English Language Learners (Edmunds, Reutebuch, Vaughn, & Wexler 2009). In the spring of 2013 the results of the Delaware Comprehensive Assessment System showed that more than 25% of our students in grades 3, 4, and 5 were not proficient on the reading portion of the state test. Furthermore, results between ELL and non-ELL students show sizable achievement gaps. In addition, there is also a sizable achievement gap between Special Education and Regular Education students at every grade level. These large achievement gaps support the need for changes so we can break the cycle of poor performance. I believe we have become accustomed to the achievement gap and need to do more to reduce it. In my first year as principal at North Georgetown, I did not make instructional changes. I needed time to evaluate our data and conditions in the school and to identify our strengths and needs. Change is difficult, so making the right changes is important. Ultimately, I believe that if we make gains with these two subgroups (ELL/ELL monitors and Special Education) we will be one of the higher performing schools in the State of Delaware. To achieve this...

The purpose of this research was to investigate the nature of the constraints that aspect verbs in Brazilian Portuguese (PB) offer to achievement predicates and the nominalizations to these predicates in the positions of their complements. Aspect verbs in Brazilian Portuguese taken into account in this study were começar (begin), continuar (continue), parar (stop), deixar (quit), acabar (finish), and terminar (finish). Lamiroy (1987) and Rochette (1999) present plural NP, generic NP, and the addition of a time adverbial clause as strategies that generate a serialization effect in the event, licensing achievement predicates and their nominalized forms in the position of complement of aspect verbs. In our study, we have come to the comprehension that, besides these phenomena, the transformative predicates and the bare noun also react as licensing predicates of achievement as aspect verbs complements. ; La propuesta de esta investigación fue investigar la naturaleza de las restricciones que los verbos aspectuales del portugués brasileño (PB) ofrecen a los predicados de achievement y la nominalizaciones de esos predicados en la posición de su complemento. Los aspectuales de PB tomados para estudio fueron começar (comenzar), continuar (continuar)...