Características de gênero do sucesso dos alunos do ensino fundamental na resolução de tarefas no contexto de diferentes atitudes motivacionais extrínsecas

Autores

DOI:

https://doi.org/10.22633/rpge.v25iesp.1.15006

Palavras-chave:

Motivação, Gênero, Tarefas convergentes, Sucesso, Alunos

Resumo

O artigo apresenta os resultados de um estudo empírico das características específicas do sucesso de meninos e meninas em idade escolar do ensino fundamental na resolução de problemas convergentes sob a condição de atitudes motivacionais variadas. O estudo foi realizado na escola elementar do Instituto Estadual de Educação Orçamentária de Moscou "Escola No. 1561" complexo educacional em 2016-2018. A amostra do estudo inclui 239 alunos da segunda série, cuja média de idade era de 8,2 anos. 137 dos participantes do estudo eram meninos e 102 eram meninas, o que constitui 57% e 43% da amostra, respectivamente. A motivação é avaliada através da modificação dos autores do método "A ladder of motives" de N.V. Elfimova, uma versão do Questionário de Estilo Atributivo Infantil de M. Seligman (CASQ) modificado por N.A. Baturina e D.A. Tsiring, e a modificação dos autores da Escala de Teoria Implícita de C. Dweck. O estudo da esfera cognitiva dos alunos da escola primária envolve o teste progressivo de matrizes de J. Raven, o teste de pensamento criativo de P. Torrance e a adaptação de E. E. Tunik da escala de criatividade de J. Johnson. Dentro da estrutura da experiência, dois blocos de tarefas convergentes são formados: um incluindo tarefas de transitividade não-verbal (o bloco lógico) e o outro contendo tarefas volumétricas e de pensamento espacial (o bloco espacial). É estabelecido que o sucesso dos alunos do ensino fundamental de ambos os sexos na resolução de tarefas convergentes está associado não apenas à atitude motivacional extrínseca construída através da instrução verbal, mas também às características psicológicas específicas do desenvolvimento das esferas cognitiva e motivacional nas crianças. A relação entre o sucesso na resolução de tarefas convergentes e as características psicológicas do desenvolvimento cognitivo e da esfera motivacional difere para meninos e meninas em idade escolar primária, o que se manifesta mais intensamente no nível de desenvolvimento do componente não-verbal, na motivação principal e nas especificidades do desenvolvimento do estilo atribucional de explicar o sucesso e o fracasso, assim como seus componentes particulares.

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Biografia do Autor

Alexander Savenkov, Moscow City University (MCU), Moscow

Dr. Professor and Corresponding Member of RAO.

Olga Gavrilova, Moscow Pedagogical State University (MPGU), Moscow

Senior Lecturer. PhD in Psychology.

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Publicado

01/03/2021

Como Citar

SAVENKOV, A.; GAVRILOVA, O. . Características de gênero do sucesso dos alunos do ensino fundamental na resolução de tarefas no contexto de diferentes atitudes motivacionais extrínsecas. Revista on line de Política e Gestão Educacional, Araraquara, v. 25, n. esp.1, p. 673–691, 2021. DOI: 10.22633/rpge.v25iesp.1.15006. Disponível em: https://periodicos.fclar.unesp.br/rpge/article/view/15006. Acesso em: 6 maio. 2021.