Abstract

The main propose of this study is the cross-cultural validation of the Basic Psychological Needs in Physical Education Scale among Portugal and Brazil samples, through the study of measurement model invariance. Participated in this study, two independent samples, one with 616 Portuguese students, of the 2nd and 3rd basic grade of public school, aged between 9 and 18 years old and another with 450 Brazilian students, from 1st, 2nd and 3rd middle grade of public and private school, aged between 14 and 18 years old. The results support the suitability of the model (three factors, each one with four items), showing an adequate fit to the data in each sample (Portugal: χ2 = 203.8, p = .001, df = 51, SRMR = .062, NNFI = .926, CFI = .943, RMSEA = .070, RMSEA 90% IC = .060-.080; Brazil: χ2 = 173.7, p = .001, df = 51, SRMR = .052, NNFI = .940, CFI = .954, RMSEA = .073, RMSEA 90% IC = .061-.085), as well valid cross-cultural invariance among Portuguese e Brazilian samples (∆CFI ≤ .01). Those findings allow us to conclude that scale can be used to measure the basic psychological needs in physical education in Portugal and in Brazil.

Our research presents reports of 20 university teachers, both genders, from different cities of Rio Grande do Sul-BR, about what they think about affectivity in their teaching, aiming to clarify which aspects would be important to be developed by teachers and students, to contribute to better learning and well-being in the university environment, with interviews, analyzing their responses with qualitative technique of content analysis, described by Morais. The theoretical framework is mainly based on studies of: Gardner, Damasio, Casassus, Ekman, Goleman, with details on the development of emotions and feelings; complemented by Mosquera and Stobäus ideas, working in the Research Group Malaise and Wellness in Teaching and Affectivity: expression of feelings in Education. The analysis revealed eight categories: 1) Feelings/emotions in teaching; 2) Behavioral Expression of feelings/emotions; 3) Self-concept in the educational environment; 4) Affectivity and interpersonal relations in educational environment; 5) Affectivity and professional qualification; 6) Affectivity as facilitating/disturbing of learning; 7) Affectivity and identification with the profession; and 8) Affectivity related to Health and Education. As results we emphasize that affectivity/feelings of university teachers is, first, directed to the Personal Aspects (categories 1, 2, 3, 7), second, focused on Social Aspects (categories 4, 6, 8) and, finally, to Institutional Aspects (category 5), which in general leads to the understanding that, for the teachers interviewed, affect is very important in the educational context and depends on individual training (self) so you can be used positively in this environment as a tool for learning, and for healthy interpersonal relationships (contextualization).

Resumo A avaliação dos processos motivacionais relacionados à aprendizagem, permanência e abandono estudantil na Educação Superior tem despertado interesse acadêmico e demandas por instrumentos padronizados. Este estudo objetivou apresentar evidências de validade psicométrica para a Escala de Motivação Acadêmica (EMA) em amostra de 715 estudantes universitários sul-brasileiros. Os resultados corroboram a validade transcultural da escala, apresentando bons índices de consistência interna e análise fatorial confirmatória coerente com o modelo estrutural de sete fatores. Embora sejam sugeridos alguns ajustes semânticos, a versão brasileira da EMA mostrou-se uma medida confiável e válida para avaliar o construto da motivação relacionada à formação universitária, revelando predomínio de motivação autodeterminada nos estudantes pesquisados. Resultados obtidos a partir da EMA podem ser relevantes para o planejamento pedagógico e políticas voltadas à conclusão dos estudos universitários.

From a bibliographical study, based on relevant authors in this field, it is found that a more positive self-image and self-esteem contribute to the formation of intra and interpersonal healthy and affectionate increasing the action in the educational environment. This exploratory study aims to determine the levels of self-esteem of adolescents, comparing data among students in Portugal and Brazil. Therefore, participants were 189 Portuguese students and 176 Brazilian students, from secondary school/medium public schools in these countries, responding to Rosenberg Self-Esteem Scale, adapted for each population. For data analysis, descriptive statistics were used to compare means and subjected to SPSS. The results showed lower levels of self-esteem in Portuguese students (M = 3.22 and D. P. = 0.58) than those in Brazilian students (M = 3.45 and D. P. = 0.41). Although both means are elevated, the comparison between these two samples is significantly different (t = 3.275, p = 0.001), which enables to say that Brazilian have the best self-esteem than Portuguese, also that these adolescents indicate positive levels of self-esteem, demonstrating to be pleased with him/selves. Cultural factors may influence these results and the environment in which students are placed can contribute to the construction of self-esteem, from interpersonal relationships present in their social context, the evaluation of each under their own experiences as success or failure, as well as the affective evaluation, which is the foundation for a more positive self-esteem.