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Cadernos de Pós-Graduação em Distúrbios do Desenvolvimento

versão impressa ISSN 1519-0307versão On-line ISSN 1809-4139


NEPOMUCENO, Marcia de Souza Leite; FRAGOSO, Analice Oliveira; SEABRA, Alessandra Gotuzo  e  PAULA, Cristiane Silvestre de. Motivation and academic performance between first young and adult education cycle students. Cad. Pós-Grad. Distúrb. Desenvolv. [online]. 2019, vol.19, n.2, pp. 103-133. ISSN 1519-0307.

The goals of the present are: (1) describe the motivation profile of AEJA Mackenzie School of Youth and Adult Education (AEJA-MACK) students, (2) verify whether the students' history and current school profile are associated with their academic performance, and (3) to verify if the students motivation of the EJA is related to their academic performance, which is considered as a factor of greater relevance for the study. Using an approach that follows the descriptive quantitative cross-sectional study design, 87 students from Elementary School I and II of the AEJA-MACK were evaluated. For data collection instruments, four structured questionnaires were used: (1) the Student Motivation to Learn Assessment Scale (EMA-U) to characterize the type of motivation of the students of the EJA to learn; (2) Social Questionnaire regarding socioeconomic profile and issues related to previous and current school experience of EJA students; (3) Abbreviated Wechsler Intelligence Scale (WASI) to measure Intelligence Quotient (IQ); and (4) AEJA-MACK data on academic achievement and dropout. The results show that the reasons for dropping out of school are not related to lack of interest in studies, as 64.4% left school due to the need to work. Regarding the reasons for resuming studies at AEJA, there was a predominance of the category "desire to learn to read and write", highlighted by 47.1% of respondents. It was observed that associations were not statistically significant between motivation as a consequence of academic performance (computed in 2016; p = 0.79) or as a predictor of this performance (analyzed in 2017; p = 0.37), while IQ was one of the main predictors of academic performance.

Palavras-chave : EJA; Motivation; Academic achievement; Andragogy; Learning.

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