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

Motivation is vital to student learning. Previous research suggests that interactive digital textbooks may enhance students’ motivation in mathematics education. Nevertheless, this claim is not based on motivation theory. According to self-determination theory, the basic psychological needs of autonomy, competence and relatedness must be fulfilled to achieve intrinsic motivation. The present investigation utilizes a 17-item questionnaire to assess high school students’ sense of basic psychological needs when using interactive digital textbooks in mathematics. Moreover, the study investigates the relationship between these needs and emotional engagement, which reflects enjoyment and interest. Among the 74 students invited to participate, 63 returned the questionnaire. The results indicate that students’ senses of autonomy and relatedness were relatively high when using the e-book, whereas the sense of competence was low to moderate. Most notably, the e-book’s reward system only provided a moderate sense of progress. Emotional engagement correlated with autonomy (r=0.71, p<0.001), relatedness (r=0.63, p<0.001) and weakly to competence (r=0.39, p=0.003). The e-book’s reward system did not contribute to the weak association between competence to emotional engagement. The study provides new insights on interactive digital textbooks and motivation, that are based on motivation theory. However, the present sample is small, limiting the result’s generalizability. Larger studies are therefore encouraged to validate and further expand on the results.

教師支持對學生需求滿足與學習投入之影響 - 以台灣地區高中學生為例 本研究之目的在探討在自我決定理論架構下，教師支持(teacher support)、心理需求(basic needs)，以及學習投入(learning engagement)三變項間的關係。本研究針對台灣地區共八所高中之高中學生為研究對象，進行問卷調查有效樣本為945人。針對研究工具進行探索性因素分析與驗證性因素分析，並以結構方程模式檢驗本研究之假設模式，研究結果如下。 教師支持與基本需求的關係方面，教師的自主支持(teacher autonomy support)可以顯著的預測能力需求的滿足與學習投入，此結果呈現了自主支持的教學在台灣地區高中情境的跨文化應用。其次，教師投入(teacher involvement)可顯著的預測關連性的需求滿足與學習投入，此結果說明了教師的關心與支持對高中學生的重要性。 再者，不同過去的研究結果，能力需求的滿足則負向的預測行為投入與情緒投入；此結果呈現了課堂情境因素的重要性，可能影響學生之上課投入情形的因素，包括教師的教學方法、教室目標結構，以及學生知覺課堂活動的挑戰性與重要性等。 最後，本研究也發現，教師支持中的結構（structure）對於自主需求(need of autonomy)有負向的影響，即學生對於自主的需求較高者，對於教師的結構性教學會有負向的回應，這也說明了學習者在需求滿足（我覺得）與需求（我想要）兩者上的差異。 本研究建議未來的研究進一步探討需求滿足與需求對於學習與教師知覺上的差異情形，並且針對教師結構之問卷進行本土化的概念建構，亦可進一步探討教師支持與需求滿足間的調節效果或針對這些變項進行長期的調查或課室觀察。 / The effect of Teacher Support on Basic Needs and Learning Engagement in Taiwanese high school context Abstract Based on self-determination theory, the relationships among teacher support, basic needs, and learning engagement were examined. With a total of nine hundred and forty five valid participants from eight Taiwanese high schools, structure equation modeling was used to explore the propose model. The main results of the present study are as follows: Teacher autonomy support was the most predictive variable in explaining both behavioral and emotional engagement, which indicated the cross-cultural application of autonomy-supportive teaching in high school context in a collectivistic country. Moreover, teacher involvement could significantly affect basic need of relatedness and learning engagement, which showed that teachers’ caring and understanding should not be ignored in high school context. Also, this study found the differences between need satisfaction and needs among learners, which leaded to distinct results in reacting to teaching behaviors. Additionally, different from previous studies, this study found that basic need of competence predicted negatively to learning engagement. The specific features of classroom goal structure or teaching methods in Taiwanese high school classrooms might be the plausible explanations.

The implementation of game elements has quintessentially uplifted the overall experience of applications in various domains and thereby expanding the customer base. This process is called gamification which has now been introduced in many domains. The purpose of the study is to understand gamification and how its impact would be if it is deployed in a financial savings application. The gamified elements are implemented based on a gamification framework called the Octalysis framework1. This Octalysis framework is a human-centric gamification framework which serves as a template to implement the required gamified elements. Based on a pre-study of financial applications and the Octalysis framework, two distinct prototypes (Version A and Version B) of the same mobile app concept were developed where the difference is the presence of gamified elements in one prototype. The evaluation is based on analyzing the impact the gamified elements have caused on the usability and the emotional engagement of the financial savings application. The participants are provided to interact with both prototypes and interviews are conducted to evaluate the emotional engagement and the usability of both the prototypes of the financial savings application. The study shows an increase in emotional engagement corresponding to the gamified elements whereas the usability more or less remained the same, indicating a deeper investigation of the gamified elements with regards to usability is required.

This thesis explores the role of interaction design in elevating the solitary experiences of music listening by infusing them with the joy and connection typically found in the communal music setting of parties. Drawing upon historical and cultural contexts, the research investigates how music acts as a medium for social interaction and emotional expression, from its political implications in Berlin's techno scene to its power to unite people in clubs and concerts. The project began with a focus on enhancing DJ-audience interactions and evolved into exploring how these dynamic communal experiences could inform the design of solitary listening experiences on digital platforms like Spotify. The research employs a mixed methodology combining auto-ethnography, in-depth interviews, and testing to develop and refine six interfaces that embody the joy of communal music experiences. These interfaces aim to recreate the sense of togetherness and emotional engagement often lost in solitary music consumption. The findings highlight that joy is a deeply personal and context-dependent phenomenon, influenced by the nuances of social interactions and individual emotional states. This insight guides the design of interfaces that adapt to and enhance the listener's emotional landscape. The project contributes to interaction design by challenging conventional design approaches that prioritise functionality over emotional resonance, aiming to serve as inspiration for designs that value emotions as central to the interaction experience. It also proposes future research directions focusing on the ethical implications of emotionally driven design and the potential for these interfaces to foster deeper connections in an increasingly digital world.