Envolvimento dos estudantes no ensino superior: um estudo com a escala EAE-E4D
Main Article Content
Abstract
Enquadramento Conceptual: Considera-se o Envolvimento do Aluno na Escola um constructo quadri-dimensional, abrangendo as dimensões; cognitiva, afetiva, comportamental e agenciativa. Objetivo: Analisar as qualidades psicométricas da adaptação para contexto de ensino superior, da escala de Envolvimento dos Alunos na Escola: uma Escala Quadri-Dimensional - EAE-E4D. Metodologia: Quantitativa. Amostra de 715 estudantes do Ensino Superior. Resultados: Estudo das propriedades psicométricas da escala EAE-E4D através da análise factorial e da avaliação da consistência interna. Os resultados reproduzem valores semelhantes aos da escala original. Conclusões: O questionário EAE-E4D apresenta boas qualidades psicométricas e pode, também, ser usado com estudantes do Ensino Superior.
Downloads
Article Details
References
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. http://doi.org/10.1002/pits.20303
Astin, A. (1984). Student Involvement : A Developmental Theory for Higher Education. Journal of College Student Development, 40(5), 518–529. http://doi.org/10.1016/0263-
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist. http://doi.org/10.1080/00461528309529274
Fernandes, H. M. R., Caldeira, S., Silva, O. D. L., & Veiga, F. H. (2016). Envolvimento dos Alunos no Ensino Superior: Um estudo com a Escala Quadridimensional de Envolvimento dos Alunos na Escola (EAE-E4D). In F. H. Veiga (Ed.), Envolvimento dos Alunos na Escola: Perspectivas da Psicologia da Educação - Motivação para o Desenpenho Académico / StudentsEngagement in School: Perspectives of Psychology and Education - Motivation for academic Performance (pp. 47–76). Lisboa: Instituto de Educação da Universidade de Lisboa.
Finn, J. D. (1989). Withdrawing From School. Review of Educational Research, 59(2), 117–142. http://doi.org/10.3102/00346543059002117
Finn, J. D., & Zimmer, K. S. (2012). Student Engagement : What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 97–131). New York: Springer. http://doi.org/10.1007/978-1-4614-2018-7
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. http://doi.org/10.3102/00346543074001059
Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement. http://doi.org/10.1007/978-1-4614-2018-7
Fredricks, J. A., McColskey, W., Meli, J., Mordica, J., Montrosse, B., & Mooney, K. (2011). Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments. Issues & Answers. REL 2011 - No. 098. Regional Educational Laboratory Southeast.
Martins, C. (2011). Manual de Análise de Dados Quantitativos com recurso ao IBM SPSS: Saber, decidir, fazer, interpretar e redigir. (Psiquilibr). Braga.
Pintrich, P. R. (2003). Motivation and Classroom Learning. In I. B. Weiner, J. A. Schinka, & W. F. Velicer (Eds.), Handbook of Psychology (p. Two:6: 103–122). John Wiley & Sons. http://doi.org/10.1002/0471264385.wei0706
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 149–172). New York: Springer. http://doi.org/10.1007/978-1-4614-2018-7
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. http://doi.org/10.1037/a0032690
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. http://doi.org/10.1016/j.cedpsych.2011.05.002
Reschly, A. L., & Christenson, S. L. (2012). Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 3–19). New York: Springer. http://doi.org/10.1007/978-1-4614-2018-7
Schaufeli, W. B., Salanova, M., Bakker, A. B., & Gonzales-Roma, V. (2002). The Measurement of Engagement and Burnout : A two sample confirmatory Factor Analytic Approach. Journal of Happiness Studies, 3, 71–92. http://doi.org/10.1023/A:1015630930326
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2008). A Motivational Perspective on Engagement and Disaffection: Conceptualization and Assessment of Children’s Behavioral and Emotional Participation in Academic Activities in the Classroom. Educational and Psychological Measurement. http://doi.org/10.1177/0013164408323233
Trowler, V. (2010). Student engagement literature review. Retrieved March 24, 2015, from http://americandemocracy.illinoisstate.edu/documents/democratic-engagement-white-paper-2_13_09.pdf
Tuckman, B. W. (2012). Manual de investigação em educação (4a Edição). Lisboa: Fundação Calouste Gulbenkian.
Veiga, F. H. (2013). Envolvimento dos Alunos na Escola: Elaboração de uma nova Escala de Avaliação. International Journal of Developmental and Educacional Psychology, 1(1), 441–450.
Veiga, F. H., Festas, I., Taveira, C., Galvão, D., Janeiro, I., Conboy, J., … Nogueira, J. (2012). Envolvimento dos Alunos na Escola : Conceito e Relação com o Desempenho Académico — Sua Importância na Formação de Professores. Revista Portuguesa de