Necessidades Psicológicas Básicas y Envolvimiento de los Estudiantes
Traducción y Adaptación de Instrumentos
DOI:
https://doi.org/10.34019/1982-1247.2025.v19.39307Palabras clave:
adaptación transcultural, instrumento, envolvimiento, necesidades psicológicas básicas, escuelas primáriasResumen
Este estudio describe los procesos de traducción y adaptación transcultural de los instrumentos: Student Report of Teacher Context - short form y Engagement vs. Disaffection with Learning Student-report, Fueron realizadas por cuatro expertos en lengua inglesa e Cuatro juzgadoras. Los ítems presentaron coeficientes de validez de contenido casi perfectos (0,80 - 1), a excepción de dos ítems con coeficientes sustanciales (0,60 - 0,80). Se aplicaron con 51 alumnos (Μ= 10 años) de las clases de 3º, 4º y 5º de Primaria. Se verificó una significativa relevancia teórica consonante y niveles de comprensión adecuados. Los instrumentos son adecuados para validación.
Descargas
Citas
Archambault, Isabelle & Dupéré, Véronique. (2017). Joint Trajectories of Behavioral, Affective, and Cognitive Engagement in Elementary School. Journal of Educational Research, 110 (2), p. 188-198. https://doi.org/10.1080/00220671.2015.106093
Barber, Taboada A. M., Buehl, M. M., & Beck, J. S. (2017). Dynamics of engagement and disaffection in a social studies classroom context. Psychology in the Schools, 54(7), 736-755. https://doi.org/10.1002/pits.22027
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24).
Belmont, M., Skinner, E., Wellborn, J., & Connell, J. (1992). Professor como contexto social (TASC). Duas medidas de provisão docente de envolvimento, estrutura e apoio à autonomia (Relatório Técnico). Rochester, NY: Universidade de Rochester.
Bhogal, A., Borg, B., Jovanovic, T., & Marusak, H. A. (2021). Are the kids really alright? Impact of COVID-19 on mental health in a majority Black American sample of schoolchildren. Psychiatry research, 304, 114146. https://doi.org/10.1016/j.psychres.2021.114146
Borsa, J. C. Damásio, B. F., & Bandeira, D. R. (2012). Adaptação e validação de instrumentos psicológicos entre culturas: Algumas considerações. Paidéia, 22(53), 423-432. https://doi.org/10.1590/S0103-863X2012000300014
Brasil. Conselho Nacional de Saúde. (2016). Resolução nº 510/2016. http://bvsms.saude.gov.br/bvs/saudelegis/cns/2013/res0466_12_12_2012.html
Capurso, M., Dennis, J. L., Salmi, L. P., Parrino, C., & Mazzeschi, C. (2020). Empowering Children Through School Re-Entry Activities After the COVID-19 Pandemic. Continuity in Education, 1(1), 64–82. http://doi.org/10.5334/cie.17
Cassepp-Borges, V., Balbinotti, M. A. A., & Teodoro, M. L. M. (2010). Tradução e validação de conteúdo: Uma proposta para a adaptação de instrumentos. In: Luiz Pasquali (Ed.), Instrumentação Psicológica: Fundamentos e práticas (pp. 506-520). Porto Alegre: Artmed.
Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30. https://doi.org/10.1080/15391523.2021.1891998
Domen, J., Hornstra, L., Weijers, D., van der Veen, I., & Peetsma, T. (2020). Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation. British Journal of Educational Psychology, 90(2), 403-423. https://doi.org/10.1111/bjep.12302
Ferreira, Ângela Susana Oliveira (2021). A relação entre o ensino à distância e a satisfação das necessidades psicológicas básicas durante a pandemia COVID-19. Dissertação de mestrado em Psicologia Clínica, Universidade Lusíada, Porto, Portugal
Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123.
Guimarães, S.E; Bzuneck, J.A; & Oliveira, K. L. (2011). Estudo de validação de uma medida de avaliação da motivação para alunos do ensino fundamental. Psico-USF, 16 (1), 1-9. https://doi.org/10.1590/S1413-82712011000100002
Gouveia, R. S. V. (2009). Engajamento escolar e depressão: um estudo correlacional com crianças e adolescentes. (Tese de doutorado não publicada), Universidade Federal da Paraíba, João Pessoa, PB, Brasil https://repositorio.ufpb.br/jspui/handle/tede/9916
Hosan, N. E., & Hoglund, W. (2017). Do Teacher–Child Relationship and Friendship Quality Matter for Children's School Engagement and Academic Skills? School Psychology Review, 46(2), 201-218 ttps://doi-org.ez43.periodicos.capes.gov.br/10.17105/SPR-2017-0043.V46-2
Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., P-M., & Somekh, E. (2020). Behavioral and emotional disorders in children during the COVID-19 epidemic. The Journal of Pediatrics, S0022-3476(0020)30336-X. https://doi.org/10.1016/j.jpeds.2020.03.013
Linhares, M. B. M., & Enumo, S. R. F. (2020). Reflexões baseadas na Psicologia sobre efeitos da pandemia COVID-19 no desenvolvimento infantil. Estudos de Psicologia (Campinas), 37. https://doi.org/10.1590/1982-0275202037e200089
Malta Campos, M., & Vieira, L. F. (2021). COVID-19 and early childhood in Brazil: Impacts on children’s well-being, education and care. European Early Childhood Education Research Journal, 29(1), 125-140.
Miranda, D. M., da Silva Athanasio, B., Oliveira, A. C. S., & Simoes-e-Silva, A. C. (2020). How is COVID-19 pandemic impacting mental health of children and adolescents?. International Journal of Disaster Risk Reduction, 51, 101845. https://doi.org/10.1016/j.ijdrr.2020.101845
Neves, E. R. C., & Boruchovitch, E. (2004). A motivação de alunos no contexto da progressão continuada. Psicologia: teoria e pesquisa, 20, 77-85. https://doi.org/10.1590/S0102-37722004000100010
Neves, E. R. C., & Boruchovitch, E. (2007). Escala de avaliação da motivação para aprender de alunos do ensino fundamental (EMA). Psicologia: Reflexão e Crítica, 20, 406-413.https://doi.org/10.1590/S0102-7972200700030000
Orgilés, M., Morales, A., Delvecchio, E., Mazzeschi, C., & Espada, J. P. (2020). Immediate psychological effects of the COVID-19 quarantine in youth from Italy and Spain. PsyArXiv Preprints. https://doi.org/10.31234/osf.io/5bpfz
Pasqualini, Adriana (2021). Educação remota e crianças com dificuldades de aprendizagem em tempos de pandemia In: D’Auria-Tardeli, Denise (Org.) (2021). Educação, escola e pandemia: experiências e discussões sobre professores, alunos e gestores. São Paulo: Pimenta Cultural, 2021. 331p
Pitzer, J., & Skinner, E. (2017). Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development, 41(1), 15-29
Ryan, R. M., and Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemp. Educ. Psychol. 61:101860. doi: 10.1016/j.cedpsych.2020.10186
Salmela‐Aro, K., Tang, X., Symonds, J., & Upadyaya, K. (2021). Student engagement in adolescence: A scoping review of longitudinal studies 2010–2020. Journal of Research on Adolescence, 31(2), 256-272. https://doi.org/10.1111/jora.12619
Scherrer, V., and Preckel, F. (2019). Development of motivational variables and self-esteem during the school career: a meta-analysis of longitudinal studies. Rev. Educ. Res. 89, 211–258. doi: 10.3102/0034654318819127
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581. https://doi.org/10.1037/0022-0663.85.4.571
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840
Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009). Engagement as an organizational construct in the dynamics of motivational development. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 223-245). Malwah, NJ: Erlbaum.
Skinner, E., Pitzer, J., & Brule, H. (2014). The role of emotion in engagement, coping, and the development of motivational resilience. International handbook of emotions in education, 331-347.
Skinner, E. A., Graham, J. P., Brule, H., Rickert, N., & Kindermann, T. A. (2020). I get knocked down but I get up again: Integrative frameworks for studying the development of motivational resilience in school. International Journal of Behavioral Development, 44(4), 290-300. https://doi.org/10.1177/0165025420924122
Skinner, E. A., Rickert, N. P., Vollet, J. W., & Kindermann, T. A. (2022). The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement. Educational Psychologist, 57(2), 87-113. https://doi.org/10.1080/00461520.2022.2038603
Stelko-Pereira, A. C., Valle, J. E., & Williams, L. C. A. (2015). Escala de Engajamento Escolar: análise de características psicométricas. Avaliação Psicológica, 14, 207–212. doi:10.15689/ap.2015.1402.05
Symonds, J. E.; Kaplan, A.; Upadyaya, K.; Salmela-Aro, K.; Skinner, E. & Eccles, J. S. (2020) Momentary student engagement as a dynamic developmental system. PsyArXiv. doi: 10.31234/osf.io/fuy7p.
Wellborn, J., Connell, J., Skinner, E. A., & Pierson, L. H. (1988). Teacher as social context: A measure of teacher provision of involvement, structure and autonomy support (Tech. Rep. No. 102). Rochester, NY: University of Rochester.
