Motivation, basic psychological needs and learning strategies of elementary education students of a school that promotes autonomy

Author(s)

Lívia Petelincar De Sordi

• Document type: Master's Dissertation
• Press: Campinas, SP.
• Institution: Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação
• Defense date: 2015-04-29

Examining board members

Evely Boruchovitch; Lucila Diehl Tolaine Fini; Sueli Édi Rufini

• Advisor: Evely Boruchovitch

Abstract

Motivation can be classified as a continuum according to its regulation, which can include external or internal regulatory elements. Autonomous motivation requires the satisfaction of three basic psychological needs: autonomy, competence and relatedness. This study aimed to evaluate the quality of motivation, the satisfaction of the basic psychological needs and the learning strategies of elementary education students of a school that promotes student autonomy, as well as to examine the relationships between these variables. The sample consisted of 159 students from the second to ninth year of elementary education at a public school in the state of São Paulo. Data were collected through two questionnaires with open questions and learning strategies and three scales: The Learning Strategies Inventory for Elementary School, the Motivation Scale for Elementary School Students and the Basic Psychological Needs Satisfaction Scale. In addition, observations in the classroom and analysis of the study guides used by the students, in relation to the learning strategies they contained, were performed. The results indicated that the students presented predominantly autonomous motivation, used mainly metacognitive strategies, and that their three basic psychological needs were satisfied. Autonomous motivation, the use of learning strategies and the satisfaction of the three needs were, in general, positively correlated. Furthermore, the behaviors of the students observed in the classroom were consistent with their scores in the motivation scale. Regarding the study guides used by the students, they only contained cognitive strategies in their instructions, with the majority of them being elaboration strategies. It is expected that this research will contribute to the improvement of the scientific knowledge, as well as will provide information for the development of new pedagogical proposals in schools that promotes the satisfaction of the basic psychological needs of the students, and the autonomous motivation (AU)

• FAPESP's process: 13/25017-3 - Motivation, basic psychological needs and learning strategies of students from the elementary education in a school that promotes student autonomy
• Grantee: Lívia Petelincar De Sordi
• Support Opportunities: Scholarships in Brazil - Master