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Previous issue date: 2015-02-19 / Esta pesquisa teve como objetivo geral verificar a qualidade motivacional dos
licenciandos em m?sica em quatro universidades p?blicas do Nordeste, sob a
perspectiva da Teoria da Autodetermina??o (TAD). Proposta por Edward Deci e
Richard Ryan (1985, 2000, 2008a, 2008b), a TAD abrange os aspectos qualitativos da
motiva??o e afirma que todos os indiv?duos t?m uma propens?o natural ?
autorregula??o, por isso ela adota o conceito de internaliza??o, representada por meio de
um continuum de autodetermina??o previsto na miniteoria da integra??o organ?smica. A
presente pesquisa ? de natureza descritiva, explorat?ria e correlacional. Como t?cnica de
coleta de dados, foi aplicado um question?rio de autorrelato, a Escala de Motiva??o
Acad?mica (EMA), traduzida e validada por Guimar?es e Bzuneck (2008), a qual
permite verificar os tipos de motiva??o conforme o continuum de autodetermina??o.
Nesta aplica??o, o instrumento apresentou evid?ncias de validade satisfat?rias, com boa
consist?ncia interna e correla??es de fracas a moderadas. Os dados obtidos da amostra
de 380 licenciandos em m?sica foram analisados atrav?s da estat?stica descritiva e
inferencial, por meio de alguns procedimentos: frequ?ncias, m?dias, desvio padr?o,
an?lise fatorial, an?lise de consist?ncia interna por meio do alpha de Cronbach, an?lise
de correla??o de Pearson e an?lise de vari?ncia. Os dados apontam as maiores m?dias
na avalia??o das formas de motiva??o mais autodeterminadas e as m?dias mais baixas
na avalia??o da desmotiva??o e das formas menos aut?nomas de motiva??o. Grande
parte dos alunos revelou forte inten??o de concluir o curso. Apresentaram menor
motiva??o aut?noma e maior desmotiva??o os alunos com inten??o de atuar em outras
?reas, que j? passaram pelo est?gio e que est?o no curso porque n?o tiveram outra
op??o. Conclu?mos que o licenciando em m?sica, representado nesta amostra, apresenta
boa qualidade motivacional, no entanto, com o passar do tempo h? uma tend?ncia em
diminuir a motiva??o aut?noma mediante as press?es inerentes a um curso superior.
Neste sentido, os cursos devem criar estrat?gias para manter o comportamento
autodeterminado nos alunos e fortalecer a motiva??o aut?noma fazendo-os perceber
import?ncia, valor e significado no curso. / This research had as main aim to verify the motivational quality of music students at
four public universities in the Northeast of Brazil, based on the Self-Determination
Theory (SDT). This perspective was proposed by Edward Deci and Richard Ryan
(1985, 2000, 2008a, 2008b), and considers the qualitative aspects of motivation. It
defends that the individuals have a natural tendency to self-regulation; it adopts the
concept of internalizations through a continuum of self-determination conceived in the
mini-theory of organismic integration. The research presents a descriptive, exploratory
and correlational approach. To collect data, it was submitted a self-report questionnaire,
based on the Academic Motivational Scale, translated and validated by Guimar?es and
Bzuneck (2008), which allow us to verify the motivation types according to a selfdeterminational
continuum. According to this application, the instrument has shown
evidence of satisfactory validity, with a good internal consistence and correlations from
weak to moderate scale. The obtained data were collected from 380 music students,
analyzed through a descriptive and inferential statistics, considering a few procedures:
frequencies, averages, standard deviation, factorial analysis, internal consistence
analysis through Cronbach Alpha, Pearson?s correlational analysis and variance
analysis. The analyzed data show that high averages in the evaluation of self-determined
motivation and low evaluation in demotivation and less autonomy motivation. Many
students revealed strong intention to conclude the course. It was identified less
autonomous motivation and more motivation among the students with intention to work
in other areas, some of them concluded the final training process in Music Course, and
say that they are in this course because they had no other option. We conclude that
those graduated in Music Course, represented in this sample, show a good motivational
quality. But after a few time there is a tendency in decreasing autonomous motivation
because of some requirements of an academic course. In this sense, the courses must
create strategies to maintain a self-determined behavior so that students can realize their
autonomous motivation, identifying its importance, value and meaning along the
Course.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20083 |
| Date | 19 February 2015 |
| Creators | Ara?jo, Isac Rufino de |
| Contributors | 46752900787, http://lattes.cnpq.br/3105836389884284, Queiroz, Luis Ricardo Silva, 78446074672, http://lattes.cnpq.br/5224390361847356, Rufini, Sueli Edi, 84209712949, http://lattes.cnpq.br/6644979998092116, Carvalho, Val?ria L?zaro de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM M?SICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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