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‣ A canção popular autêntica aplicada ao processo de ensino-aprendizagem da língua alemã como língua estrangeira; The authentic pop music applied the process of teaching-learning of the german language as a foreign language

Zachariadis, Carin Beatriz Carreira
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 17/10/2008 Português
Relevância na Pesquisa
47.314893%
O presente estudo teve como objetivo principal aplicar a canção em sala de aula, para medir o seu grau de influência na aprendizagem do aluno no contexto de LE, particularmente da língua alemã. Com base no levantamento bibliográfico, foi constatado que a canção é uma ferramenta importante no ensino-aprendizagem de LE. Porém, sentiu-se falta da descrição dos resultados a partir da sua aplicação em sala de aula. Nos livros didáticos e em sala de aula, há, geralmente, canções elaboradas. No entanto, para despertar a motivação dos alunos da faixa etária de 13-14 anos das 8as séries de uma escola particular de São Paulo, houve a preocupação em selecionar uma canção autêntica que correspondesse ao universo de interesses dos jovens. Antes da escolha da canção houve a preocupação em definir a canção autêntica, segundo Parnitzke (1997). Dentre as canções autênticas, foi adotada a canção popular, que vai ao encontro dos interesses dos jovens. Dessa forma compreende-se por canção popular uma melodia cantada, com uma estrutura conjugada de língua e música, que compõem uma unidade. As suas partes melódicas são fáceis de cantar e de memorizar, as entoações e o ritmo orientam-se pelo texto. Engloba os gêneros musicais cantados...

‣ Efeito da meta de aprendizagem na aprendizagem motora autocontrolada; Effect of the learning goal on self-controlled motor learning

Bastos, Flavio Henrique
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 20/12/2010 Português
Relevância na Pesquisa
67.611763%
A meta de aprendizagem, essencial ao processo de aprendizagem autocontrolada, tem sido negligenciada na literatura sobre aprendizagem motora. A questão que fundamentou o presente estudo foi se o fato de dizer aos aprendizes o que os espera após um período de prática, leva-os a elaborar estratégias de aprendizagem que beneficiam a aprendizagem de habilidades motoras. Os participantes receberam instrução para que se preparassem para um teste, no qual os parâmetros controlados por eles seriam aleatórios, e isto se constituiu a meta de aprendizagem. Nos experimentos 1 e 2 a tarefa utilizada consistiu em pressionar a barra de espaço de um teclado de computador simultaneamente à chegada de um objeto a um ponto de contato. A cada tentativa, a velocidade com que o objeto iria atravessar a tela de um monitor de 17 polegadas pôde ser escolhida, dentre três possibilidades, pelos participantes dos grupos com controle da prática. Ambos os experimentos foram desenvolvidos em três etapas: fase de aquisição (90 tentativas), teste de transferência imediato e teste de transferência atrasado (igual ao anterior, porém, realizado após 15 minutos). Os testes de transferência consistiram em quatro tentativas em cada velocidade (24 tentativas)...

‣ Liberdade na escolha das respostas e variabilidade de resposta no processo adaptativo em aprendizagem motora; Freedom in response choice and response variability on adaptive process in motor learning

Walter, Cinthya
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 16/06/2014 Português
Relevância na Pesquisa
57.59083%
O objetivo desse estudo foi investigar os efeitos da liberdade na escolha das respostas, da variabilidade de resposta resultante dessa liberdade e da variabilidade externamente determinada no processo adaptativo em aprendizagem motora. Foram realizados oito experimentos, compostos por duas fases: estabilização, contendo 100 tentativas com conhecimento de resultados (CR), e adaptação, com 24 tentativas em uma mesma condição para todos os grupos, sem CR. Participaram do estudo 96 adultos de ambos os sexos, sem experiência prévia na tarefa utilizada. Como tarefa foi utilizada uma habilidade motora sequencial e de precisão temporal que consistiu em movimentar um cursor, usando o mouse, direcionando-o a seis alvos numa sequência, de forma que os "toques" nos alvos fossem realizados em coincidência com estímulos auditivos. A ordem dos toques na sequência foi livre nos grupos com liberdade na escolha das respostas e determinada nos grupos yokeds. Na fase de adaptação foi realizada uma modificação perceptivo-efetora na tarefa. O experimento 1 foi realizado para investigar o efeito da liberdade na escolha das respostas no processo adaptativo em aprendizagem motora. Os resultados evidenciaram que a liberdade na escolha da resposta...

‣ Reference model for adaptive and intelligent educational systems supported by learning objects; Modelo de referencia para sistemas educacionales adaptativos inteligentes soportados por objetos de aprendizaje; Modelo de referencia para sistemas educacionais adaptativos inteligentes suportados por objetos de aprendizagem

Moreno Cavidad, Julian
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Tese de Doutorado Formato: application/pdf
Português
Relevância na Pesquisa
46.92221%
A aprendizagem assistida por computador, conhecida mais amplamente com o nome genérico de e-learning, converteu-se numa poderosa ferramenta com amplas potencialidades dentro do campo educativo. Mesmo assim, uma das maiores críticas que esta recebe é que na maioria dos casos os cursos que são implementados seguem um enfoque “one size fits all”, isto é, que todos os alunos recebem exatamente o mesmo conteúdo e da mesma maneira desconhecendo suas necessidades particulares. Esta falha radica não só na falta de interação direita entre aluno e tutor, senão também na falta de um desenho instrucional apropriado que considere alguns dos diversos enfoques disponíveis hoje em dia. Existem diversos enfoques que procuram solucionar este problema e adaptar o processo de ensino os estudantes. Pode-se dizer que na vanguarda de estes enfoques encontram-se os Sistemas Educacionais Inteligentes Adaptativos, os quais combinam as funcionalidades de dois enfoques: os Sistemas Hipermídia Educacionais Adaptativos y os Sistemas Tutoriais Inteligentes. Embora, logo de uma extensa revisão bibliográfica, se encontrou que existe ainda um inconveniente importante com este tipo de sistemas e em particular com seus modelos de referência: ou são demasiado simples...

‣ Goal-directed Imitation for Robots: a bio-inspired approach to action understanding and skill learning

Erlhagen, Wolfram; Mukovskiy, Albert; Bicho, E.; Panin, Giorgio; Kiss, Casba; Knoll, Alois; Van Schie, Hein; Bekkering, Harold
Fonte: Elsevier Publicador: Elsevier
Tipo: Artigo de Revista Científica
Publicado em /05/2006 Português
Relevância na Pesquisa
47.383096%
In this paper we present a robot control architecture for learning by imitation which takes inspiration from recent discoveries in action observation/execution experiments with humans and other primates. The architecture implements two basic processing principles: 1) imitation is primarily directed toward reproducing the goal/end state of an observed action sequence, and 2) the required capacity to understand the motor intention of another agent is based on motor simulation. The control architecture is validated in a robot system imitating in a goal-directed manner a grasping and placing sequence displayed by a human model. During imitation, skill transfer occurs by learning and representing ppropriate goal-directed sequences of motor primitives. After having established computational links between the representations of goal and means, further knowledge about the meaning of objects is transferred (“where to place specific objects”). The robustness of the goal-directed organization of the controller is tested in the presence of incomplete visual information and changes in environmental constraints.; European grant ArteSImit (IST-2000-29686)

‣ Self-leadership and Work Role Innovation: Testing a Mediation Model with Goal Orientation and Work Motivation

Curral, Luís; Marques-Quinteiro, Pedro
Fonte: Colegio Oficial de Psicólogos de Madrid Publicador: Colegio Oficial de Psicólogos de Madrid
Tipo: Artigo de Revista Científica
Publicado em //2009 Português
Relevância na Pesquisa
47.202295%
This article explores the relationship between self-leadership, goal orientation, intrinsic motivation, and innovative behavior. Because innovation requires self-navigation competences we propose that self-leadership skills mediate the relationship between goal orientation and role innovation, as well as between intrinsic motivation and role innovation. To investigate this, 108 employees from three companies, working on the development and implementation of technological solutions, were surveyed on their goal orientation believes, their level of intrinsic motivation, their self-leadership strategies, and the frequency they introduce new procedures on their jobs. Structural equation modelling showed a positive relationship with role innovation for learning goal orientation and intrinsic motivation, but not for performance goal orientation. Self-leadership skills fully mediated the relationship between learning goal orientation and role innovation and partially mediated the relationship between intrinsic motivation and role innovation. Thus, enhancing employees’ self-navigation competences might be an avenue for enhancing their innovative behavior.; Este artículo explora la relación entre el autoliderazgo, la orientación de meta...

‣ Portuguese adaptation of the Learning Motivation Scale: a study with military personnel

Frade, Ana; Veiga, Feliciano
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Conferência ou Objeto de Conferência
Publicado em //2014 Português
Relevância na Pesquisa
47.17239%
In this study the Learning Motivation Scale (LMS) was adapted to the Portuguese military context. The psychometric properties are presented and the results from the factor analysis displayed, which highlighted three factors – learning goal, performance-approach goal and performance-avoidance goal, with an item distribution coherent with the original version. The sample involved 149 trainees of the Training Course for Petty Officers 1st Class of the Portuguese Navy, ages ranging from 25 to 36, mostly of male gender. When studying external validity the scale factors appeared correlated, as expected, with other variables of commitment to training tasks, assessed with Assessment Scale for Trainee Engagement in the Portuguese Navy (ASTE-PN) and Utrecht Work Engagement Scale (UWES). The results suggest that the adapted version presents good psychometric qualities which make it useful in research and intervention, in psychology and education within a military context.

‣ Learning to Solve Multiple Goals

Karlsson, Jonas ; Ballard, Dana H.
Fonte: University of Rochester. Computer Science Department. Publicador: University of Rochester. Computer Science Department.
Tipo: Technical Report; Thesis
Português
Relevância na Pesquisa
37.44341%
Thesis (Ph. D.)--University of Rochester. Dept. of Computer Science, 1997. Simultaneously published in the Technical Report series.; In many domains, the task can be decomposed into a set of independent sub-goals. Often, such tasks are too complex to be learned using standard techniques such as Reinforcement Learning. The complexity is caused by the learning system having to keep track of the status of all sub-goals concurrently. Thus, if the solution to one sub-goal is known when another sub-goal is in some given state, the known solution must be relearned when the status of the other sub-goal changes. This dissertation presents a modular approach to reinforcement learning that takes advantage of task decomposition to avoid unnecessary relearning. In the modular approach, modules are created to learn each sub-goal. Each module receives only those inputs relevant to its associated sub-goal, and can therefore learn without being affected by the state of other sub-goals. Furthermore, each module searches a much smaller space than that defined by all inputs considered together, thereby greatly reducing learning time. Since each module learns how to achieve a separate sub-goal, at any given time it may recommend an action different from that recommended by other modules. To select an action that best satisfies as many of the modules as possible...

‣ Awareness of Shared Goals and Adaptation of Information to Support Learning in Museums; Bewusstheit geteilter Ziele und adaptive Informationsdarbietung zur Unterstützung von Lernen im Museum

Mayr, Eva
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
Português
Relevância na Pesquisa
47.70659%
In informal learning visitor often do not pursue any learning goals and normally do not process information in a deep manner. From these characteristics of the learning setting two approaches were derived how learning in museums can be supported: (1) Making visitor dyads aware of a shared learning goal helps them to visit a museum in a more focused way, regulate their information processing socially, process information deeper, and thereby acquire more knowledge. (2) As normally information processing in informal settings is rather superficial, a second support is needed which helps visitor dyads to maintain deep, goal-oriented processing throughout their visit: An adaptive mobile device displays additional information that re-contextualize an exhibit in the context of a dyad’s shared learning goal. Adaptation of content reduces requirements to search for goal-relevant information and thereby frees cognitive resources for elaborating the information. As a side effect, awareness of a shared goal is reinforced by each goal-relevant information that is received on the device and can be maintained throughout the visit with less effort. Two studies were conducted to test whether these two ways of support can enhance deep, goal-oriented information processing and learning in an exhibition. Study 1 was conducted in a virtual exhibition and study 2 in a laboratory exhibition. These two settings differ with respect to their formality and allow analyzing effects of the learning environment’s formality on the efficiency of the two approaches. In the virtual exhibition (study 1) visitors with awareness of shared goals processed goal-irrelevant exhibits longer if they were accompanied by goal-relevant additional information. Adaptation of information led to higher learning outcomes and more full knowledge...

‣ Caminos de aprendizaje en la formaci??n de profesores de matem??ticas: objetivos, tareas y evaluaci??n

G??mez, Pedro; G??nzalez, Mar??a J.; Romero, Isabel
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
47.314893%
Inspirados en la idea seminal de Simon sobre trayectoria hipot??tica de aprendizaje, en este art??culo introducimos la noci??n de camino de aprendizaje de una tarea. Con base en esa noci??n, presentamos un procedimiento para caracterizar un objetivo de aprendizaje. Mostramos la utilidad de este tipo de caracterizaci??n en dos aspectos de la pr??ctica del profesor de matem??ticas: el an??lisis de la contribuci??n de una tarea y una secuencia de tareas al logro de un objetivo de aprendizaje; y la recolecci??n y an??lisis de informaci??n para la evaluaci??n del aprendizaje. Ejemplificamos y reflexionamos sobre estas ideas en el contexto de programas de formaci??n permanente de profesores de matem??ticas de secundaria.; Inspired in Simon???s seminal idea of hypothetical learning trajectory, in this article we introduce the notion of learning path of a task. Based on this notion, we present a procedure for characterizing a learning goal. We show the usefulness of this kind of characterization in two aspects of mathematics teachers??? practice: analyzing the contribution of a task and of a sequence of tasks to the attainment of a learning goal; and collecting and analyzing information for learning assessment. We illustrate and reflect on these ideas and procedures in the context of secondary mathematics teacher education programs.

‣ Motivation, cultural values, learning processes, and learning in Chinese students

Ouyang, Li
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 1412881 bytes; application/pdf
Português
Relevância na Pesquisa
37.56898%
The purpose of this study was: (a) to examine the predictive utility of the achievement goal and Student Approaches to Learning (SAL) frameworks for characterizing Chinese students’ motivation and achievement, and (b) to investigate how Confucian-heritage culture (CHC) may combine with achievement goals or SAL to generate different learning processes and outcomes and to promote optimal motivation. A questionnaire was conducted during a two-week period with over 700 first-year students who took both of the two courses—college English classes for non-English majors and advanced mathematics classes for science students—at a university in northern China. The questionnaire consisted of students’ self-reported demographic information and the instrument that was designed to measure: (a) goal orientations, (b) attitudes towards the specified CHC values, (c) SAL constructs, and (d) two variables widely used in research in this field—metacognitive strategy and school well-being. Exploratory factor analyses were conducted to examine the consistency of the extracted factor solutions with the four goal constructs postulated by the 2 x 2 conceptualization, the two SAL contructs posited by the SAL framework, and the five cultural value contructs derived from the literature review. Standard analysis procedures were used to calculate the reliability of the scales and to determine which items should be retained for further analyses. Then regression analyses were employed to examine the relationship of the goal orientation framework and SAL framework to cultural values...

‣ Aprendizagem autorregulado, metas académicas e rendimento em avaliações de estudos universitários; Self-Regulated Learning, Academic Goals and Performance in the Evaluation of University Students; Aprendizaje autorregulado, metas académicas y rendimiento en evaluaciones de estudiantes universitarios

Valencia Serrano, Marcela; Miembro del grupo Desarrollo Cognitivo, Aprendizaje y Enseñanza (DCAE) de la Facultad de Humanidades y Ciencias Sociales; Duarte Soto, Jonathan; Caicedo Tamayo, Adriana María; Profesora e investigadora del departamento de cien
Fonte: Pontificia Universidad Javeriana Cali Publicador: Pontificia Universidad Javeriana Cali
Tipo: info:eu-repo/semantics/article; "Artículo revisado por pares"; Artículo; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Português
Relevância na Pesquisa
47.460005%
Escopo. Explorar a relação entre aprendizagem autorregulado, metas  académicas  e  rendimentos numa avaliação académica de oito estudantes universitários. Metodologia. Foi realizada uma entrevista semiestruturada, uma observação direita de uma sessão de estudo e protocolos verbais durante e depois da sessão. Resultados. Em relação com as metas académicas, foi achado que três estudantes tiveram uma única orientação a metas de domínio por aproximação, enquanto cinco estudantes estiveram orientados a múltiplas metas académicas. Sobre a aprendizagem autorregulada, achou-se estudantes com baixos e altos níveis. Em relação a aprendizagem autorregulada, metas académicas e rendimento na avaliação, foi possível identificar três grupos de estudantes: (a) altos níveis de autorregulação e orientação única a metas de domínio por aproximação, (b) baixos níveis de autorregulação e múltipla orientação a metas de domínio e execução em tendências de aproximação e evitação, e (c) variações no nível de autorregulação com múltipla orientação a metas académicas. Todos os estudantes obtiveram calcificações aprobatórias na avaliação, independentemente de seu nível de autorregulação e da orientação a metas académicas. Conclusão. A abordagem procedimental da aprendizagem autorregulada...

‣ Development of Learning Modules to Enhance Students' Higher-Order Cognitive Skills

Crowe, Alison J.
Fonte: International Society for the Scholarship of Teaching and Learning Publicador: International Society for the Scholarship of Teaching and Learning
Tipo: Conferência ou Objeto de Conferência
Português
Relevância na Pesquisa
46.832573%
Bloom’s Taxonomy of cognitive domains is a well-defined and broadly accepted tool for categorizing types of thinking into six different levels: knowledge, comprehension, application, analysis, synthesis and evaluation. It is commonly accepted that memorization and recall (knowledge-level skills) are lower order cognitive skills that require only a minimum level of understanding, whereas the application of knowledge and critical thinking (application, analysis, synthesis & evaluation-level skills) are higher order cognitive skills that require deep conceptual understanding. In our Biology department we have begun introducing students to Bloom’s taxonomy during the introductory series to help students recognize the different levels of thinking they will need to master to succeed in the curriculum. First, we indicate on our exams the Bloom’s level required to successfully answer each question (e.g. knowledge or application) and then provide students with the overall “Bloom’s distribution” for the exam i.e. what percentage of the questions require lower-order versus higher-order cognitive skills. To aid students in identifying the levels that are most challenging for them, we are piloting a program that provides students with their individual “Bloom’s score” after each exam. The Bloom’s score indicates how well they performed on questions requiring different levels of Bloom’s. Typically students receive Bloom’s scores that are high for knowledge and comprehension and lower for one or more higher-order cognitive skills. Once these challenging areas have been identified...

‣ Differential moderating effects of student- and parent-rated support in the relationship between learning goal orientation and career decision-making self-efficacy

Garcia, Patrick; Restubog, Simon; Toledano, Lemuel; Tolentino, Laramie; Rafferty, Alannah
Fonte: Sage Publications Inc Publicador: Sage Publications Inc
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
46.83256%
Guided by the social cognitive career and cognitive evaluation theories, the authors theorize and test differential predictions regarding the moderating role of student- and parent-rated support when considering the influence of students' learning goal or

‣ What Governs Directors' Monitoring Behavior in China? The Influence of Director Social Identification, Learning Goal Orientation, and Avoidance Orientation

Capezio, Alessandra; Cui, Lin; Wei Hu, Helen; Shields, John
Fonte: Kluwer Academic Publishers Publicador: Kluwer Academic Publishers
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
46.83256%
Drawing together literature on corporate governance, organizational behavior, and educational psychology, and using survey data from a sample of 300 Chinese company directors, this study examines the mediating role of director learning goal orientation in

‣ Cost-minimising strategies for data labelling : optimal stopping and active learning

Dimitrakakis, Christos; Savu-Krohn, Christian
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
46.87075%
Supervised learning deals with the inference of a distribution over an output or label space $\CY$ conditioned on points in an observation space $\CX$, given a training dataset $D$ of pairs in $\CX \times \CY$. However, in a lot of applications of interest, acquisition of large amounts of observations is easy, while the process of generating labels is time-consuming or costly. One way to deal with this problem is {\em active} learning, where points to be labelled are selected with the aim of creating a model with better performance than that of an model trained on an equal number of randomly sampled points. In this paper, we instead propose to deal with the labelling cost directly: The learning goal is defined as the minimisation of a cost which is a function of the expected model performance and the total cost of the labels used. This allows the development of general strategies and specific algorithms for (a) optimal stopping, where the expected cost dictates whether label acquisition should continue (b) empirical evaluation, where the cost is used as a performance metric for a given combination of inference, stopping and sampling methods. Though the main focus of the paper is optimal stopping, we also aim to provide the background for further developments and discussion in the related field of active learning.; Comment: 17 pages...

‣ Motivation and value influences in the relative balance of goal-directed and habitual behaviours in obsessive-compulsive disorder; The relative balance of goal-directed and habitual behaviours in obsessive-compulsive disorder

Voon, Valerie; Baek, Kwangyeol; Enander, Jesper; Worbe, Yulia; Morris, Laurel S.; Harrison, Neil A.; Robbins, Trevor W.; R?ck, Christian; Daw, Nathaniel
Fonte: NPG Publicador: NPG
Tipo: Article; published version
Português
Relevância na Pesquisa
37.582727%
This is the final version of the article. It first appeared from NPG via http://dx.doi.org/10.1038/tp.2015.165; Our decisions are based on parallel and competing systems of goal-directed and habitual learning, systems which can be impaired in pathological behaviours. Here we focus on the influence of motivation and compare reward and loss outcomes in subjects with obsessive-compulsive disorder (OCD) on model-based goal-directed and model-free habitual behaviours using the two-step task. We further investigate the relationship with acquisition learning using a one-step probabilistic learning task. Forty-eight OCD subjects and 96 healthy volunteers were tested on a reward and 30 OCD subjects and 53 healthy volunteers on the loss version of the two-step task. Thirty-six OCD subjects and 72 healthy volunteers were also tested on a one-step reversal task. OCD subjects compared with healthy volunteers were less goal oriented (model-based) and more habitual (model-free) to reward outcomes with a shift towards greater model-based and lower habitual choices to loss outcomes. OCD subjects also had enhanced acquisition learning to loss outcomes on the one-step task, which correlated with goal-directed learning in the two-step task. OCD subjects had greater stay behaviours or perseveration in the one-step task irrespective of outcome. Compulsion severity was correlated with habitual learning in the reward condition. Obsession severity was correlated with greater switching after loss outcomes. In healthy volunteers...

‣ Course Design Matrix

Ge, Changfeng
Fonte: Faculty Learning Community Publicador: Faculty Learning Community
Tipo: Portfolio
Português
Relevância na Pesquisa
46.832573%
This project report introduces a structural approach to design a new course based on learning objectives. A list of topics, teaching & learning activities and assessment methods are integrated into a learning goal based matrix. This matrix transforms the traditional lay out of topics in sequence into a multi dimensional course structure. The course matrix can also be utilized in developing curriculum for various programs.; Faculty member, Department of Manufacturing and Mechanical Engineering, Technology/Packaging Science; This portfolio contains: Ge's Teaching philosophy, his Course Design Matrix project, and conclusions.

‣ Estudos psicométricos da escala de motivação para a aprendizagem de universitários; Psychometric study of the university’s learning motivation scale

Santos, Acácia Aparecida Angeli dos; Universidade São Francisco - Itatiba; Alcará, Adriana Rosecler; Universidade Estadual de Londrina (UEL); Zenorini, Rita da Penha Campos; Anhanguera Educacional
Fonte: Eduff Publicador: Eduff
Tipo: ; ; ; Avaliado por pares; Formato: application/pdf
Publicado em 31/12/2013 Português
Relevância na Pesquisa
57.47414%
Este estudo teve como objetivo buscar evidências de validade, por meio da análise da estrutura interna dos itens, para a Escala de Motivação para a Aprendizagem de Universitários e investigar a consistência interna e diferenças em relação às variáveis sexo, faixa etária e área do conhecimento. Participaram 429 alunos, de uma universidade particular do interior paulista, com idade entre 18 a 44 anos. O instrumento utilizado foi a Escala de Motivação para a Aprendizagem de Universitários. Os resultados apontaram o agrupamento dos itens da escala em três fatores, correspondentes à meta performance-evitação, performance-aproximação e aprender, que explicaram 39,41% da variância. A consistência interna dos três fatores variou de 0,72 a 0,83. Na comparação entre metas e sexo verificou-se uma diferença significativa na meta performance-aproximação. Quanto à faixa etária houve diferença na meta aprender. Os resultados mostraram índices aceitáveis de validade e precisão, no entanto, novos estudos são necessários para ampliar o conhecimento sobre as características psicométricas da escala.; This study objective was to search evidence of validity by items internal structure analysis to the University’s Learning Motivation Scale...

‣ Self-leadership and Work Role Innovation: Testing a Mediation Model with Goal Orientation and Work Motivation

Curral,Luis; Marques-Quinteiro,Pedro
Fonte: Revista de Psicología del Trabajo y de las Organizaciones Publicador: Revista de Psicología del Trabajo y de las Organizaciones
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/08/2009 Português
Relevância na Pesquisa
47.202295%
This article explores the relationship between self-leadership, goal orientation, intrinsic motivation, and innovative behavior. Because innovation requires self-navigation competences we propose that self-leadership skills mediate the relationship between goal orientation and role innovation, as well as between intrinsic motivation and role innovation. To investigate this, 108 employees from three companies, working on the development and implementation of technological solutions, were surveyed on their goal orientation believes, their level of intrinsic motivation, their self-leadership strategies, and the frequency they introduce new procedures on their jobs. Structural equation modelling showed a positive relationship with role innovation for learning goal orientation and intrinsic motivation, but not for performance goal orientation. Self-leadership skills fully mediated the relationship between learning goal orientation and role innovation and partially mediated the relationship between intrinsic motivation and role innovation. Thus, enhancing employees' self-navigation competences might be an avenue for enhancing their innovative behavior.