Atribuição de sucesso e fracasso escolar e as crenças de autoeficácia matemática: um estudo com alunos do ensino fundamental e médio
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Data
2016-01-29
Autores
Morais, Juliana Aparecida Rodrigues dos Santos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo investigar se o desempenho dos alunos quando submetidos a um teste de matemática se relaciona com suas crenças de autoeficácia e autoeficácia matemática e se o nível escolar dos alunos influência em crenças maiores ou menores de autoeficácia. Este estudo foi desenvolvido a luz da teoria social cognitiva de Albert Bandura. A teoria social cognitiva era rotulada de teoria da aprendizagem social, essa alteração teve o propósito de distanciá-la das teorias de aprendizagem existentes e enfatizar o papel que a cognição desempenha na capacidade das pessoas. Nesse sentido, as crenças de autoeficácia começam a ser estudadas como uma importante fonte no desenvolvimento das pessoas na resolução de tarefas Participaram desse estudo 79 estudantes divididos entre o nono ano do ensino fundamental (45 alunos) e o terceiro ano do ensino médio (34 alunos), de ambos os sexos, com idade variando de quatorze a dezoito anos. Os instrumentos utilizados foram: 1) escala de autoeficácia; 2) questionário de autoeficácia matemática; 3) prova de Matemática com conteúdos de aritmética e geometria; 4) entrevista semiestruturada com os alunos que apresentaram maior e menor crença de autoeficácia de cada série escolar. A análise dos resultados indicou que: 1) Estudantes que possuem crenças de autoeficácia maiores possuem melhor desempenho na resolução de problemas e no cotidiano escolar, 2) Estudantes que acreditam mais na sua capacidade em resolver problemas matemáticos possuem melhor desempenho na resolução de problemas; 3) Não foram encontradas diferenças significativas entre as crenças de autoeficácia e desempenho quando feita a análise por série escolar. O estudo mostrou ainda que estudantes com maiores crenças de autoeficácia se dedicam mais aos estudos, procuram novas fontes de pesquisas e possuem hábitos de estudos diários
ABSTRACT The purpose of this research is to study whether student performance when subjected to math test relates to their beliefs of self-efficacy and mathematic effectiveness, and also if their academic level act upon higher or lower self-efficacy beliefs. This research was developed in the light of Albert Bandura’ Social-Cognitive Theory. This Social-Cognitive Theory was once labeled as Social Learning Theory. This modification helped holding off it from existing theories of learning and emphasize the role that cognition plays on people's ability. Therefore, self-efficacy beliefs are beginning to be studied as an important factor on the development of people in solving tasks. Seventy nine students took part in this research, divided among the ninth year of elementary school (45 students) and the third year of high school (34 students), of both sexes, aged between fourteen and eighteen. The tools used were: 1) self-efficacy scale; 2) math’s self-efficacy exam; 3) mathematic exams with arithmetic and geometry content; 4) semi-structured interviews with students who had higher and lower self-efficacy beliefs of each grade. The analyzed results demonstrate that: 1) Students who have higher self-efficacy beliefs have better performance in solving problems and in everyday school life, 2) Students who believe more in their ability to solve mathematical problems have better performance in problem solving; 3) There were no significant contrast between beliefs of self-efficacy and performance when analyzed by grade. The study also showed that students with higher self-efficacy beliefs dedicate more to their studies, search for new sources of research and have the daily habit of studying.
ABSTRACT The purpose of this research is to study whether student performance when subjected to math test relates to their beliefs of self-efficacy and mathematic effectiveness, and also if their academic level act upon higher or lower self-efficacy beliefs. This research was developed in the light of Albert Bandura’ Social-Cognitive Theory. This Social-Cognitive Theory was once labeled as Social Learning Theory. This modification helped holding off it from existing theories of learning and emphasize the role that cognition plays on people's ability. Therefore, self-efficacy beliefs are beginning to be studied as an important factor on the development of people in solving tasks. Seventy nine students took part in this research, divided among the ninth year of elementary school (45 students) and the third year of high school (34 students), of both sexes, aged between fourteen and eighteen. The tools used were: 1) self-efficacy scale; 2) math’s self-efficacy exam; 3) mathematic exams with arithmetic and geometry content; 4) semi-structured interviews with students who had higher and lower self-efficacy beliefs of each grade. The analyzed results demonstrate that: 1) Students who have higher self-efficacy beliefs have better performance in solving problems and in everyday school life, 2) Students who believe more in their ability to solve mathematical problems have better performance in problem solving; 3) There were no significant contrast between beliefs of self-efficacy and performance when analyzed by grade. The study also showed that students with higher self-efficacy beliefs dedicate more to their studies, search for new sources of research and have the daily habit of studying.
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Palavras-chave
Autoeficácia, Autoeficácia matemática, Desempenho escolar, Self-efficacy, Self-efficacy mathematics, School performance