Emoções em contexto académico: Relações com clima de sala de aula, autoconceito e resultados escolares.

Lourdes Mata, Francisco Peixoto, Vera Monteiro, Cristina Sanches, Marisa Pereira

Abstract


As salas de aula são espaços onde os alunos interagem com o professor e com os colegas, enfrentandodesafios, dificuldades e objetivos a atingir, que conduzem a situações de maior ou menor sucesso,desencadeando emoções várias que poderão afetar a aprendizagem. Assim, na presente investigaçãoprocurámos compreender as caraterísticas das emoções na aula de matemática e perceber o papel devariáveis contextuais, como o clima de sala de aula, ou pessoais como o desempenho escolar, oautoconceito e autoestima, na diferenciação dessas emoções. Participaram neste estudo 717 alunosdo 7º e 8º anos de escolaridade sendo 355 do sexo masculino (49.5%). Foram utilizadas três escalas:uma de autoconceito e autoestima, uma de clima de sala de aula e uma sobre as emoções vivenciadasna sala de aula. Constatámos que o género não é uma variável importante para compreender asEmoções Positivas e Negativas ao contrário de variáveis como o desempenho e crenças pessoais (e.g.,Autoconceito Académico, Atitudes). Embora o maior valor explicativo das emoções decorresse dascrenças pessoais pudemos concluir que variáveis relacionais associadas ao apoio dos colegas eprofessor não podem ser descuradas. O conjunto destas variáveis permitiu ter uma visão mais completado contributo de cada uma delas e encontrar algumas especificidades para as Emoções Positivas e Negativas.

Keywords


Emoções, Desempenho académico, Matemática

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DOI: https://doi.org/10.14417/ap.1050

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