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| Dissertação de mestrado_42880 | 2.54 MB | Adobe PDF |
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Resumo(s)
A influência das emoções no desempenho escolar tem sido estudada no âmbito da Psicologia, reconhecendo-se a importância dos fatores emocionais e motivacionais nos processos de aprendizagem. O presente estudo teve como objetivo analisar a relação entre os estados emocionais, a competência percebida e o valor atribuído à tarefa no desempenho de reconhecimento de palavras em crianças do 1.º Ciclo do Ensino Básico, considerando o papel da dificuldade da tarefa. Participaram no estudo 101 crianças com idades compreendidas entre os 6 e os 8 anos. Os estados emocionais foram avaliados através do Self-Assessment Manikin (SAM), aplicado em três momentos distintos ao longo da realização da tarefa. A competência percebida foi avaliada através da Escala Pictórica de Competência Percebida e Aceitação Social e o valor atribuído à tarefa através da Escala Pictórica de Valor da Tarefa. O desempenho foi avaliado através da Prova de Reconhecimento de Palavras (PRP), organizada em dois blocos sequenciais de dificuldade crescente. Os resultados revelaram a ausência de correlações estatisticamente significativas entre a valência emocional e o desempenho nas tarefas da PRP. Observou-se, contudo, uma correlação positiva fraca entre a ativação emocional após o bloco de maior dificuldade e o desempenho no bloco de menor dificuldade. Verificaram-se ainda associações significativas entre a competência percebida e os estados emocionais, indicando que crianças com níveis mais elevados de competência percebida tendiam a apresentar emoções mais positivas e menores níveis de ativação perante tarefas mais exigentes. Não foram observadas diferenças estatisticamente significativas nos níveis de ativação emocional entre os diferentes momentos de avaliação. Os resultados sugerem que a competência percebida poderá desempenhar um papel relevante na experiência emocional das crianças em contexto escolar, contribuindo para uma resposta mais adaptativa perante tarefas cognitivamente exigentes. Estes dados reforçam a importância de considerar simultaneamente fatores emocionais, cognitivos e motivacionais na compreensão do desempenho infantil em contexto escolar.
The influence of emotions on school performance has been widely studied in the field of Psychology, highlighting the importance of emotional and motivational factors in learning processes. The present study aimed to analyse the relationship between emotional states, perceived competence, and task value in word recognition performance among children attending the first cycle of basic education, considering the role of task difficulty. The sample comprised 101 children aged between 6 and 8 years. Emotional states were assessed using the Self-Assessment Manikin (SAM), administered at three different moments throughout the task. Perceived competence was assessed using the Pictorial Scale of Perceived Competence and Social Acceptance, while task value was assessed using the Pictorial Task Value Scale. Performance was evaluated through the Word Recognition Test (Prova de Reconhecimento de Palavras – PRP), organised into two sequential blocks of increasing difficulty. The results revealed no statistically significant correlations between emotional valence and performance on the PRP tasks. However, a weak positive correlation was found between emotional activation after the more difficult block and performance on the easier block. Significant associations were also observed between perceived competence and emotional states, indicating that children with higher levels of perceived competence tended to report more positive emotions and lower levels of emotional activation when performing more demanding tasks. No statistically significant differences were found in emotional activation across the different assessment moments. The findings suggest that perceived competence may play an important role in children's emotional experiences in the school context, contributing to more adaptive responses when facing cognitively demanding tasks. These results reinforce the importance of considering emotional, cognitive, and motivational factors simultaneously in understanding children's performance in school settings.
The influence of emotions on school performance has been widely studied in the field of Psychology, highlighting the importance of emotional and motivational factors in learning processes. The present study aimed to analyse the relationship between emotional states, perceived competence, and task value in word recognition performance among children attending the first cycle of basic education, considering the role of task difficulty. The sample comprised 101 children aged between 6 and 8 years. Emotional states were assessed using the Self-Assessment Manikin (SAM), administered at three different moments throughout the task. Perceived competence was assessed using the Pictorial Scale of Perceived Competence and Social Acceptance, while task value was assessed using the Pictorial Task Value Scale. Performance was evaluated through the Word Recognition Test (Prova de Reconhecimento de Palavras – PRP), organised into two sequential blocks of increasing difficulty. The results revealed no statistically significant correlations between emotional valence and performance on the PRP tasks. However, a weak positive correlation was found between emotional activation after the more difficult block and performance on the easier block. Significant associations were also observed between perceived competence and emotional states, indicating that children with higher levels of perceived competence tended to report more positive emotions and lower levels of emotional activation when performing more demanding tasks. No statistically significant differences were found in emotional activation across the different assessment moments. The findings suggest that perceived competence may play an important role in children's emotional experiences in the school context, contributing to more adaptive responses when facing cognitively demanding tasks. These results reinforce the importance of considering emotional, cognitive, and motivational factors simultaneously in understanding children's performance in school settings.
Descrição
Palavras-chave
Emoções académicas Competência percebida Ativação emocional Desempenho académico Dificuldade da tarefa 1.º Ciclo do Ensino Básico Academic emotions Perceived competence Emotional activation Academic performance Task difficulty First cycle of basic education