Fernandes Graziela Nunes Alfenas, Lemos Stela Maris Aguiar
Departamento de Fonoaudiologia, Faculdade de Medicina, Universidade Federal de Minas Gerais - UFMG - Belo Horizonte (MG), Brasil.
Codas. 2020 Nov 18;32(6):e20190247. doi: 10.1590/2317-1782/20192019247. eCollection 2020.
To verify the association between motivation to learn, quality of life, health self-perception, and environmental, school and behavioral resources of students in a private middle school.
This is an observational, analytical, cross-sectional study conducted with 124 adolescents using the following instruments: Participant Characterization, Learning Motivation Scale (LMS), Self-perceived Health Questionnaire, Strengths and Difficulties Questionnaire (SDQ) and Pediatric Quality of Life Inventory™ (PedsQL) (Self-report) - conducted with the students, and Brazilian Criteria of Economic Classification Questionnaire, PedsQL (Parent Proxy-report) and Home Environment Resources Scale (HERS) - responded by the parents and/or legal guardians. School performance was assessed by the average scores of students in the period investigated. Descriptive, bivariate, and multivariate analyses were performed to assess the association between response and explanatory variables.
The study sample was composed mostly of socioeconomic class A female students who evaluated their health as good or excellent. The Learning Goal domain of the LMS presented higher average results compared with those of the other domains. Most students performed well or very well in the PedsQL and presented positive self-ratings in the three dimensions (physical, emotional and social functioning) of this instrument. Motivation to learn was associated with the quality of life, learning strengths, and self-perceived health of adolescents.
Considering the peculiarity of adolescence and the complexity of the learning process and its consequences, parents and educators play a fundamental role in learning motivation.
验证一所私立中学学生的学习动机、生活质量、健康自我认知与环境、学校及行为资源之间的关联。
这是一项观察性、分析性横断面研究，对124名青少年进行了调查，使用了以下工具：参与者特征描述、学习动机量表（LMS）、自我感知健康问卷、长处与困难问卷（SDQ）以及儿童生活质量量表™（PedsQL）（自我报告）——由学生填写，还有巴西经济分类标准问卷、PedsQL（家长代理报告）和家庭环境资源量表（HERS）——由家长和/或法定监护人填写。通过所调查期间学生的平均成绩评估学业表现。进行了描述性、双变量和多变量分析，以评估应答变量与解释变量之间的关联。
研究样本主要由社会经济阶层为A的女生组成，她们将自己的健康状况评价为良好或优秀。与LMS的其他领域相比，学习目标领域的平均成绩更高。大多数学生在PedsQL中表现良好或非常好，并且在该量表的三个维度（身体、情感和社会功能）上给出了积极的自我评价。学习动机与青少年的生活质量、学习优势和自我感知健康相关。
考虑到青春期的特殊性以及学习过程及其后果的复杂性，家长和教育工作者在学习动机方面发挥着至关重要的作用。
