El presente trabajo tuvo como objetivo proponer un plan de acción que permita crear las condiciones necesarias para que el personal, que compone la Gerencia de Regímenes Aduaneros de la Intendencia de la Aduana Aérea y Postal, tenga una motivación que permita mejorar la productividad en el despacho aduanero, reduciendo tiempos y costos en el ingreso de mercancías e impulsando los cambios estructurales que el sistema aduanero y el país necesitan. Para llegar a este plan de acción fue necesario relevar y categorizar las necesidades de las personas en tres dimensiones: Psico corpóreas, De Conocimiento y Afectivas con la finalidad de identificar qué motivos pueden atender dichas necesidades y establecer la calidad motivacional. Con el modelo de satisfacción de necesidades desarrollado por Pablo Ferreiro y Manolo Alcázar, agrupamos los motivos en extrínsecos, intrínsecos y trascendentes, luego se definieron acciones para mejorar la calidad motivacional del personal y a través del personal directivo conseguir resultados, en forma eficiente y, sobre todo, sostenible en el tiempo. Para lo anterior, fue necesario elaborar encuestas de 33 preguntas y aplicarlas a 73 personas de un total de 132 personas que conforman las unidades orgánicas de la Gerencia de Regímenes Aduaneros de la Aduana Aérea, asimismo, se efectuaron observaciones a lo largo de un periodo determinado. El método aplicado, fue el cualitativo y descriptivo encontrando que la consistencia de la encuesta, dada por el Alfa de Cronbach, fue de 0.9, cifra que supera el límite permitido de 0.8. / This paper aims to propose an action plan to allowed to create the necessary conditions for the personal, which is composed by the the Management of Customs Regimes of the Intendancy of the Air and Postal Customs, have a motivation to alowed improve the productivity in custome clearance. This improvest consist in reducing the times and costs in the entry of goods and promoting structural changes that the custom system and the state need. To develop this plan, it was necessary to reveal and categorize the needs of people in three groups: psycho corporeal, knowlodge and affective. In order to achieve to identify which motives can attend those needs and set up the motivational quality. With the needs satisfaction model developed by Pablo Ferreiro and Manolo Alcázar, we group the extrinsic, intrinsic and transcendent needs. Then the actions were defined in order to improve the motivational quality of the staff and through the managment personnel to achieve results, efficiently and, above all, sustainable over time. For this, it was necessary to elaborate surveys with 33 questions and apply them to 73 people out of a total of 132 collaborators that make up the organic units of the Management of Customs Regimes of the Intendancy of the Air and Postal Customs, aditionally, observations were made over a certain a period of time. The applied method was qualitive and descriptive finding that the consistency of the survey, given by the Cronbach’s Alpha, was 0.9, a figure that exceeds the allowed limit of 0.8 / Trabajo de investigación

Made available in DSpace on 2014-06-11T19:31:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-10Bitstream added on 2014-06-13T20:42:32Z : No. of bitstreams: 1 ferreira_eeb_dr_mar.pdf: 1136699 bytes, checksum: 4f2266fa1570b75f5b3779e081fb0f1c (MD5) / Esta pesquisa teve como primeiro objetivo examinar em uma amostra de alunos do ensino fundamental as relações entre a percepção das necessidades psicológicas básicas de competência, autonomia e pertencimento com a qualidade motivacional avaliada pelo continuum da Autodeterminação, da teoria de Ryan e Deci. Português foi a disciplina selecionada. Além disso, buscou-se descobrir a relação entre a qualidade motivacional, as necessidades psicológicas básicas e a percepção de engajamento emocional pelo aluno, assim como os professores percebiam esse engajamento e como avaliaram o desempenho. Como instrumento, foram utilizados questionários em escala Likert, que focalizaram todas essas variáveis, adaptados de outros estudos e aplicados em 625 alunos de 5ª e 6ª série de uma cidade do interior do estado do Paraná. Foram atendidas todas as exigências legais de natureza ética. Os resultados indicaram que a satisfação das três necessidades psicológicas básicas favorece a presença da motivação intrínseca e as formas autorreguladas de motivação extrínseca. Todas essas formas de autorregulação são preditoras significativas de engajamento emocional. Assim, esses resultados confirmaram o postulado pela Teoria da Autodeterminação segundo a qual quanto maior a autopercepção de competência, de autonomia e de pertencimento, a qualidade motivacional aparece mais autorregulada. Da mesma forma, tanto a qualidade motivacional como a satisfação das três necessidades psicológicas foram preditores significativos de engajamento emocional do aluno. Em outras palavras, a satisfação das três necessidades psicológicas básicas previu uma motivação extrínseca mais autorregulada ou com regulação identificada e motivação intrínseca. Por último, verificou-se uma relação significativa entre... / The first aim of this study was to assess in an elementary school students’ sample the relationships between basic psychological needs of competence, autonomy, and relatedness with motivational quality, according to Ryan and Deci’s selfdetermination continuum. Another goal was to find out the relationships between motivational quality, basic psychological needs and engagement’s perception by students, and how teachers perceived their students’ engagement and achievement. Portuguese was the subject-matter elected in this research. As instruments, Likerttype questionnaires focusing all those variables were constructed and adapted from already existing scales and were applied to a 5th and 6th grades students sample in a Paraná inner city. All ethical requirements were fulfilled. Results showed that the fulfillment of the three basic psychological needs is linked to intrinsic motivation and to self-regulated types of extrinsic motivation. All self-regulated motivational types were significant predictors of emotional engagement. Therefore results corroborate self-determination theory regarding the outcomes of motivational quality and that fulfillment of basic psychological needs matters. Significant relationships were also found between basic psychological needs satisfaction and grades students gave to their achievement in Portuguese. Results were discussed according to selfdetermination theory, and a new light was shed on our students’ motivational processes specific components and dynamics. Limitations of the study were pointed out. Last, but not least, educational applications were drawn from the study, especially regarding teacher’s roles as to create a classroom environment that further the fulfillment of basic psychological needs, their development and integration

Orientador: Raul Aragão Martins / Banca: Alessandra Shimizu / Banca: Aloyseo Bzuneck / Banca: Sueli Edi Rufini Guimarães / Banca: Sandra Regina Gimeniz Paschoal / Resumo: Esta pesquisa teve como primeiro objetivo examinar em uma amostra de alunos do ensino fundamental as relações entre a percepção das necessidades psicológicas básicas de competência, autonomia e pertencimento com a qualidade motivacional avaliada pelo continuum da Autodeterminação, da teoria de Ryan e Deci. Português foi a disciplina selecionada. Além disso, buscou-se descobrir a relação entre a qualidade motivacional, as necessidades psicológicas básicas e a percepção de engajamento emocional pelo aluno, assim como os professores percebiam esse engajamento e como avaliaram o desempenho. Como instrumento, foram utilizados questionários em escala Likert, que focalizaram todas essas variáveis, adaptados de outros estudos e aplicados em 625 alunos de 5ª e 6ª série de uma cidade do interior do estado do Paraná. Foram atendidas todas as exigências legais de natureza ética. Os resultados indicaram que a satisfação das três necessidades psicológicas básicas favorece a presença da motivação intrínseca e as formas autorreguladas de motivação extrínseca. Todas essas formas de autorregulação são preditoras significativas de engajamento emocional. Assim, esses resultados confirmaram o postulado pela Teoria da Autodeterminação segundo a qual quanto maior a autopercepção de competência, de autonomia e de pertencimento, a qualidade motivacional aparece mais autorregulada. Da mesma forma, tanto a qualidade motivacional como a satisfação das três necessidades psicológicas foram preditores significativos de engajamento emocional do aluno. Em outras palavras, a satisfação das três necessidades psicológicas básicas previu uma motivação extrínseca mais autorregulada ou com regulação identificada e motivação intrínseca. Por último, verificou-se uma relação significativa entre... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The first aim of this study was to assess in an elementary school students' sample the relationships between basic psychological needs of competence, autonomy, and relatedness with motivational quality, according to Ryan and Deci's selfdetermination continuum. Another goal was to find out the relationships between motivational quality, basic psychological needs and engagement's perception by students, and how teachers perceived their students' engagement and achievement. Portuguese was the subject-matter elected in this research. As instruments, Likerttype questionnaires focusing all those variables were constructed and adapted from already existing scales and were applied to a 5th and 6th grades students sample in a Paraná inner city. All ethical requirements were fulfilled. Results showed that the fulfillment of the three basic psychological needs is linked to intrinsic motivation and to self-regulated types of extrinsic motivation. All self-regulated motivational types were significant predictors of emotional engagement. Therefore results corroborate self-determination theory regarding the outcomes of motivational quality and that fulfillment of basic psychological needs matters. Significant relationships were also found between basic psychological needs satisfaction and grades students gave to their achievement in Portuguese. Results were discussed according to selfdetermination theory, and a new light was shed on our students' motivational processes specific components and dynamics. Limitations of the study were pointed out. Last, but not least, educational applications were drawn from the study, especially regarding teacher's roles as to create a classroom environment that further the fulfillment of basic psychological needs, their development and integration / Doutor