Expectations, perceptions and motivations of students at a Public School of High School in Brazil

Carla Viana Dendasck,Euzébio De Oliveira,Cláudio Alberto Gellis De Mattos Dias,Lucas Facco,Amanda Alves Fecury

doi:10.32749/nucleodoconhecimento.com.br/education/motivations-of-students

Carla Viana Dendasck, Euzébio De Oliveira + Show 3 more

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https://doi.org/10.32749/nucleodoconhecimento.com.br/education/motivations-of-students

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Abstract

The achievement goal theory seeks to understand the set of factors, such as: thoughts, beliefs, motivations, purposes and emotions that lead the development of the individual’s performance (in this case, the students) to act, and, consequently, to translate into their results actions. The objective of this research was to investigate the expectations, perceptions and motivations of students from a public high school in the interior of São Paulo. The qualitative and quantitative study was carried out in a public high school, located in a city in the interior of the State of São Paulo, in the first semester of 2019. The separation of parents can sometimes be a problematic factor for student life. Students whose parents have literacy and longer formal education tend to remain literate and evolve in the educational field. High school students seek to complete their studies and move on to higher education in order to achieve personal life goals. A large proportion of students do not understand the real role of attending school

Highlights

The word believe is characterized as a direct transitive verb that means to believe as true, even if something proves otherwise
The achievement goal theory (1970) arising from the motivation theory for achievement, proposed by McClelland (1953) and Atkinson (1957), seeks to understand the set of factors, such as: thoughts, beliefs, motivations, purposes and emotions that lead the development of the individual's performance to act, and, to translate their actions, or tasks, into results, whether in their emotional, cognitive aspects that will be translated into their results and / or performance (ZENORINI et al, 2011)
According to Santos et al, (2011) and Zenorini et al, (2013), beliefs directly influence the goal for achievement, and act on the motivation of individuals to perform their functions and / or incline to better learning, and, develop selfdetermination (OLIVEIRA and CATÃO, 2017 )

Summary

Introduction

The word believe is characterized as a direct transitive verb that means to believe as true, even if something proves otherwise. According to Santos et al, (2011) and Zenorini et al, (2013), beliefs directly influence the goal for achievement, and act on the motivation of individuals to perform their functions and / or incline to better learning, and, develop selfdetermination (OLIVEIRA and CATÃO, 2017 ). The achievement goal theory is widely used in the teaching-learning context (CARDOSO and BZUNECK, 2004; BUENO et al, 2007; OLIVEIRA and CATÃO, 2017), it is believed that its definitions directly influence the positioning, results and paths that individuals will go through after leaving the school context, either professionally or personally The achievement goal theory (1970) arising from the motivation theory for achievement, proposed by McClelland (1953) and Atkinson (1957), seeks to understand the set of factors, such as: thoughts, beliefs, motivations, purposes and emotions that lead the development of the individual's performance (in this case, the students) to act, and, to translate their actions, or tasks, into results, whether in their emotional, cognitive aspects that will be translated into their results and / or performance (ZENORINI et al, 2011).

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