Perceção da interação professor

: aluno como factor motivacional

Abstract

It is undoubted the rising attention that has been given either to the perception of the teacher-student interaction, or the motivation in a school environment. This study has as one of its goals to understand if the more adequate this relation, the bigger the motivation of the students to learning, and consequently to their academic success, in high school students. Therefore, this study had as its goals: characterize the students’ perception about the teacher-student interaction, by the Teacher Interaction Questionnaire; characterize the motivation of the students, by the General Orientations for Performance Goals Scale; study the relation between the students’ perception about the teacher-student interaction and the socio-demographic variables: gender; students’ age; school year; number of failures on Mathematics class and their parents literary habilitations; study the relation between motivation and academic success, being analyzed over their performance in the Mathematics class; and study the relation between the teacherstudent interaction and the students’ motivation. Therefore, using a differential and correctional study, 418 subjects were evaluated from the 10th to the 12th grade, and collectively by classroom, to which were administrated three tools: the Socio-demographic File (FSD), the Teacher Interaction Questionnaire (QIP, Azevedo, Dias, Guimarães, Limo, Salgado, Barbosa, Fonte, Wubbels & Brok, 2010), with 64 items, and the Orientations for Performance Goals Scale (EOGOD, McInerney & Yeung, 2000, adapted to the Portuguese population by Gomes, Azevedo & Dias, 2011) with 26 items. The main results point to: the importance of the perception of the teacher-student interaction and the motivation for achievement in a school environment, realizing that students who perceive their teachers as Leaders, Supporting and Comprehensive seem to be guided towards learning, as students who perceive their teachers as Liberal, Insecure, Unsatisfied and Reprehensive seem to be guided towards results.

Date of Award	2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Ângela Azevedo (Supervisor)