Orientação de metas e contexto para a maestria: uma revisão de pesquisas contemporâneas e considerações para intervenções
Palavras-chave:
Orientação de metas, Motivação para conquistas, Contexto para maestriaResumo
Este artigo é uma revisão da teoria motivacional de conquistas, com ênfase na orientação de metas e contextos motivacionais para a maestria. Especificamente, o artigo propicia uma visão geral de pesquisas conduzidas em orientação de metas e discute como a implementação de contextos de motivação na aprendizagem influencia respostas psicológicas e comportamentais de crianças e adolescentes. O artigo conclui com uma discussão crítica sobre linhas de pesquisas futuras nesta área, enfatizando a aplicação prática em contextos de aprendizagem.
Downloads
Referências
Ames, C. (1984a). Achievement attributions and selfinstructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478487.
Ames, C. (1984b). Competitive, cooperative, and individualistic goal structure: a cognitivemotivational analysis. In R. Ames & C. Ames (Eds.), Research on Motivation in Education (Vol. 1, pp.177208). New York: Academic Press.
Ames, C. (1987). The enhancement of student motivation. In D. Kleiber & M. Maehr (Eds.), Advances in motivation and achievement (pp.123148). Greenwich, CT: JAI Press.
Ames, C. (1992a). Achievement goals, motivational climate, and motivational processes. In: G. C. Roberts (Ed.), Motivation in sport and exercise (pp.161176). Champaign, IL: Human Kinetics Publishers.
Ames, C. (1992b). Classroom: goals, structures, and student motivation. Journal of Educational Psychology, 84, 409414.
Ames, C., & Archer, J. (1988). Achievement of goals in the classroom: Students' learning strategies and motivation process. Journal of Educational Psychology, 80, 260267.
Biddle, S. J. H., Wang, J. C. K. J., Kavussanu, M., & Spray, C. M. (2001). Correlates of achievement goal orientation in physical activity: A systematic review of research. European Journal of Sport Science, 3 (5), 433444.
Brookhart, S. M., & Durkin, D. T. (2003). Classroom assessment, student motivation, and achievement in high school social studies classes. Applied Measurement in Education, 16 (1), 2754.
Brophy, J. (1983). Conceptualizing students' motivation. Educational Psychologist, 18, 200215.
Burhands, K. K., & Dweck, C. S. (1995). Helplessness in early childhood: the role of contingent worth. Child Development, 66, 17191738.
Butler, R. (1987). Taskinvolving and egoinvolving properties of evaluations: The effects of different feedback conditions on motivational perceptions, interest and performance. Journal of Educational Psychology, 79, 474482.
CecchiniEstrada, J. A., González, C., Carmona, A. M., Arruza, J., Escarti, A., & Balagué, G. (2001). The influence of the teacher of physical education on intrinsic motivation, selfconfidence, anxiety, and pre and postcompetition mood states. European Journal of Sport Science, 1 (4), 168183.
Christodoulidis, T., Papaioannou, A., & Digelidis, N. (2001). Motivational climate and attitudes towards exercise in Greek senior high school: a yearlong intervention. European Journal of Sport Science, 1 (4), 144152.
ConnorKuntz, F., & Dummer, G. (1996). Teaching across the curriculum: language enriched physical education for preschool children. Adapted Physical Activity Quarterly, 13, 302315.
Corno, L., & Rohrkemper, M. (1985). The intrinsic motivation to learn in the classroom. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 2, pp.5390). New York: Academic Press.
Covington, M. V. (1984). The motive for selfworth. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol.1, pp.77113). New York: Academic Press.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety San Francisco: JosseyBass.
Duda, J. L. (1992). Motivation in sport settings: A goal perspective approach. In G. C. Roberts (Ed.), Motivation in sport and exercise (pp.5791). Illinois: Human Kinetics Publishers.
Duda, J. L., Olson, L. K., & Templin, T. J. (1991). The relationship of task and ego orientation to sportsmanship attitudes and the perceived legitimacy of injurious acts. Research Quarterly for Exercise and Sport, 62, 7987.
Dunn, J. C. (2000). Goal orientation, perceptions of the motivational climate, and perceived competence of children with movement difficulties. Adapted Physical Activity Quarterly, 17, 119.
Dweck, C. S. (1984). Intrinsic motivation, perceived control, and selfevaluation maintenance: An achievement goal analysis. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 3, pp.289303). New York: Academic Press.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 10401048.
Dweck, C. S., & Leggett, E. L. (1988). A socialcognitive approach to motivation and personality. Psychological Review, 95, 256273.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 512.
Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628644.
Epstein, J. (1988). Effective schools or effective students? Dealing with diversity. In R. Hawkins & B. MacRae (Eds.), Policies for America's public schools (pp.89126). Norwood, NJ: Ablex.
Epstein, J. (1989). Family structure and students motivation: a development perspective. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp.259295). New York: Academic Press.
GanoOverway, L. A., & Ewing, M. E. (2004). A longitudinal perspective of the relationship between perceived motivational climate, goal orientations, and strategy use. Research Quarterly for Exercise and Sport, 75 (3), 315326.
Goodway, J. D., & Branta, C. F. (2003). Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children. Research Quarterly for Exercise and Sport, 74 (1), 3646.
Goodway, J. D., Rudisill, M. E., & Valentini, N. C. (2002). The influence of instruction on the development of catching in young children. In J. E. Clark & J. Humphrey (Eds.), Motor development: research and reviews (Vol. 2). Reston: NASPE Publication.
Hamilton, M., Goodway, J., & Haubenstricker, J. (1999). Parentassisted instruction in a motor skill program for atrisk preschool children. Adapted Physical Activity Quarterly, 16 (4), 415426
Harter, S. (1978). Effectance motivation reconsidered: toward a developmental model. Human Development, 21, 3464.
Harter, S. (1981). A new selfreport scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300312.
Harter, S., Whitesell, N. R., & Kowalski, P. (1992). Individual differences in the effects of educational transitions on young adolescent's perceptions of competence and motivational orientation. American Educational Research Journal, 29, 777807.
Harter, S., Marold, D., Whitesell, R., & Cobbs, G. (1996). A Model of the effects of perceived parent and peer support on adolescent false self behavior. Child Development, 67, 360374.
Jagacinski, C. M., & Nicholls, J. G. (1987). Competence and affect in task and ego involvement: the impact of social comparison information. Journal of Educational Psychology, 79, 107114.
Kelly, L. E., Dagger, J., & Walkley, J. (1989). The effects of assessmentbased physical education program on motor skill development in preschool children. Education and Treatment of Children, 12 (2), 152164.
Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In R. Ames & C. Ames (Eds). Research on motivation in education (Vol. 3, pp.73105). NewYork: Academic Press.
Levine, J. (1983). Social comparison and education. In J. Levine & M.Wang (Eds.), Teachers and students perceptions: implications for learning (pp.111134). Hillsdale, NJ: Erlbaum.
Maehr, M. L. (1983). On doing well on science. Why Johnny no longer excels; why Sarah never did. In S. G. Paris, G. M. Olson, H. W. Stevenson (Eds.), Learning and motivation in the classroom (pp.179210). Hillsdale, NJ: Lawrence Erlbaum and Associates.
Maehr, M. L. (1984). Meaning and motivation: toward a theory of personal investment. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp.115144). New York: Academic Press.
Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: a school wide approach. Educational Psychologist, 26, 399427.
Martin, E. H. (2001). The effectiveness of a mastery motivational climate motor skill intervention in a naturalistic physical education setting. Unpublished doctoral dissertation, Auburn University, Auburn, Alabama.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 4, 514523.
Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 4, 582590.
Miller, A. (1986). Performance impairment after failure: Mechanism and sex differences. Journal of Educational Psychology, 78, 486491.
Morgan, K., & Carpenter, P. (2002). Effects of manipulating the motivational climate in physical education lessons. European Physical Education Review, 8 (3), 207229.
Newsham, S. (1989). The effects of a taskoriented physical education program on the selfperception of third, fourth, and fifth grade students Unpublished doctoral dissertation, University of Southern California, Los Angeles, California.
Nicholls, J. G. (1984). Conceptions of ability and achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp.3973). New York: Academic Press.
Nicholls, J. G. (1989). The competitive ethos and democratic education Cambridge, MA: Harvard University Press.
Nicholls, J. G. (1992a). The general and the specific in the development and expression of achievement motivation. In G. C. Roberts (Ed.), Motivation in sport and exercise (pp.3156). Champaign, IL: Human Kinetics Publishers.
Nicholls, J. G. (1992b). Students as educational theorists. In D. H. Schunk & J. L. Meece (Eds.), Students perceptions in the classroom Hillsdale, NJ: Lawrence Erlbaum and Associates.
Nichols, W. D., Jones, J. P., & Hancock, D. R. (2003). Teachers' influence on goal orientation: Exploring the relationship between eighth graders' goal orientation, their emotional development, their perception of learning, and their teachers' instructional strategies. Reading Psychology, 24 (1), 5785.
Ntoumanis, N., & Biddle, S. J. H. (1999a). Affect and achievement goals in physical education: A meta analysis. Scandinavian Journal of Medicine and Science in Sports, 9, 315332.
Ntoumanis, N., & Biddle, S. J. H. (1999b). A review of motivational climate in physical activity. Journal of Sports Sciences, 17, 643665.
Papaioannou, A. (1995). Differential perceptual and motivational patterns when different goals are adopted. Journal of Sport & Exercise Psychology, 17, 1834.
Papaioannou, A. (1997). Perceptions of motivational climate, perceived competence, and motivation of students of varying age and sport experience. Perceptual and Motor Skills, 85 (2), 419431.
Papaioannou, A. (1998). Students' perceptions of the physical education class environment for boys and girls and the perceived motivational climate. Research Quarterly for Exercise and Sport, 69 (3), 267275.
Papaioannou, A., & Kouli, O. (1999). The effect of task structure, perceived motivational climate, and goal orientations on student's task involvement and anxiety. Journal of Applied Sport Psychology, 11, 5171.
Raffini, J. P. (1993). Winners without losers: Structure and strategies for increasing student motivation to learn Boston, MA: Allyn and Bacon.
Roberts, G. C. (1992). Motivation in sport and exercise: Conceptual constraints and convergence. In G. C. Roberts (Ed.), Motivation in sport and exercise (pp.332). Champaign, IL: Human Kinetics.
Rudisill, M. E. (1989). The influence of various achievement goal orientations on perceived competence and the attributional process. Journal of Human Movement Studies, 16, 5573.
Rudisill, M. E. (1991). The influence of various achievement goal orientations on children's perceived competence, expectations, persistence and performance for three motor tasks. Journal of Human Movement Studies, 18, 4461.
Rudisill, M. E., Mahar, M. T., & Meaney, K. S. (1993). The relationship between children's perceived and actual motor competence. Perceptual and Motor Skills, 76, 895906.
Schunk, D. H. (1999). Introduction to the special section on motivation and efficacy. Journal of Educational Psychology, 82, 36.
Seifriz, J. J., Duda, J. L., & Chi, L. (1992). The relationship of perceived motivational climate to intrinsic motivation and beliefs about success in basketball. Journal of Sport & Exercise Psychology, 14, 375391.
Smiley, P. A., & Dweck, C. S. (1994). Individual differences in achievement goals among young children. Child Development, 65, 17231743.
Standage, M., Duda, J., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: using constructs from selfdetermination and achievement goals theories to predict physical activity intentions. Journal of Educational Psychology, 95 (1), 97110.
Stipek, D. J., & Kowalski, P. S. (1989). Learned helplessness in taskoriented versus performanceoriented testing conditions. Journal of Educational Psychology, 81, 384391.
Stornes, T., & Ommundsen, Y. (2004). Achievement goal, motivational climate and sporpersonship: a study of young handball players. Scandinavian Journal of Educational Research, 48 (2), 205221.
Theeboom, M., Knop, P. D., & Weiss, M. R. (1995). Motivational climate, psychological responses, and motor skill development in children's sport: a fieldbased intervention study. Journal of Sport Psychology, 17, 294311.
Treasure, D. C. (1997). Perceptions of the motivational climate and elementary school children's cognitive and affective response. Journal of Sport & Exercise Psychology, 19, 278290.
Treasure, D. C., & Roberts, G. C. (2001). Student's perceptions of the motivational climate, achievement beliefs and satisfaction in physical education. Research Quarterly for Exercise and Sport, 72, 165175.
Valentini, N. C. (1997). The influence of two motor skill interventions on the motor skill performance, perceived physical competence, and intrinsic motivation of kindergarten children Unpublished master's thesis, Auburn University, Auburn, Alabama.
Valentini, N. C. (2002a). A influência de uma intervenção motora com contexto de motivação para a maestria no desenvolvimento motor de crianças portadoras ou não de necessidades especiais: uma perspectiva inclusiva. In Anais do Seminário de Comportamento Motor, Gramado, 3.
Valentini, N. C. (2002b). A influência de uma intervenção motora no desempenho motor e na percepção de competência de crianças com atrasos motores. Revista Paulista de Educação Física, 16 (1), 6175.
Valentini, N. C., & Rudisill, M. E. (2004a). Motivational climate, motorskill development and perceived competence: Two studies of developmental delayed kindergarten children. Journal of Teaching in Physical Education, 23, 216234.
Valentini, N. C., & Rudisill, M. E. (2004b). An inclusive mastery climate intervention and the motor development of children with and without disabilities. Adapted Physical Activity Quarterly, 21, 330347.
Valentini, N. C., Rudisill, M. E., & Goodway, J. D. (1999a). Incorporating a mastery climate into elementary physical education: It's developmentally appropriate. Journal of Physical Education, Recreation, and Dance, 70, 2832.
Valentini N. C., Rudisill, M. E., & Goodway, J. D. (1999b). Mastery climate: Children in charge of their own learning. Teaching Elementary Physical Education, 10, 610.
Wallhead, T. L., & Ntoumanis, N. (2004). Effects of a sport education intervention on students' motivational responses in physical education. Journal of Teaching in Physical Education, 23, 418.
Walling, M. D., & Duda, J. L. (1995). Goals and their associations with beliefs about success in and perceptions of the purposes of physical education. Journal of Teaching in Physical Education, 14, 140156.
Walling, M., Duda, J., & Chi, L. (1993). Perceived motivational climate in sport questionnaire: Construct and predictive validity. Journal of Sport & Exercise Psychology, 15, 172183.
Weigand, D. A., & Burton, S. (2002). Manipulating achievement motivation in physical education by manipulating the motivational climate. Journal of Sport Science, 2 (11), 305328.
Weiss, M. R. (1991). Psychological skill development in children. The Sport Psychologist, 5, 335354.
Weiss, M. R. (1995). Children in sport: an educational model. In S. M. Murphy (Ed.), Sport psychology interventions (pp.3669). Champaign, IL: Human Kinetics.
Wolters, C. A. (2004). Advancing achievement goal theory: using goal structures and goal orientations to predict students' motivation, cognition and achievement. Journal of Educational Psychology, 96 (2), 236250.
Xiang, P., Lee, A., & Bennett, S. J. (2002). Achievement goal, perceived motivational climate, and students' selfreported mastery behaviors. Research Quarterly for Exercise and Sport, 73 (1), 5868.
Xiang, P., McBride, R., & Guan, J. (2004). Children's motivation in elementary physical education: a longitudinal study. Research Quarterly for Exercise and Sport, 75 (1), 7181.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2022 Nadia Cristina VALENTINI, Mary Elizabeth RUDISILL
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
