Teoria da autodeterminação e rendimento acadêmico: relações e motivações

Abstract

Motivation is considered as a determining point in the level and quality of learning wherein a motivated student actively engages in task performance regardless of the challenges and efforts required, using strategies to adapt their goals. Thus, through the Self-Determination Theory, the study aims to identify the relationship between academic motivation and academic performance and to identify teaching strategies that interfere in the motivational level of students of Accounting Sciences. Such an approach contributes to the identification of teaching strategies that enable teachers to improve students' motivation and performance. With a sample composed of 200 students from UTFPR and UFSC. It was identified by instrument of the Confirmatory Factor Analysis, identified higher means of Extrinsic Motivation by Integrated Regulation, followed by Intrinsic Motivation indicating that the analyzed students have a self-determined profile, with the application of Kruska Wallis and Mann Whitney tests it was detected that the use of teaching strategies influence the motivational levels, as well as the occupation and the age of the students. Regarding the relationship between the motivational variables and academic performance, when they were confronted, no significant statistical differences were identified.