Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Rodrigues, Thaís Bicalho
 |
| Orientador(a): |
Tentes, Vanessa Terezinha Alves
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Católica de Brasília
|
| Programa de Pós-Graduação: |
Programa Strictu Sensu em Educação
|
| Departamento: |
Escola de Educação, Tecnologia e Comunicação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
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| Resumo em Inglês: |
Social skills and motivation to learn are complex phenomena, whose concepts integrate various connotations and constructs, significantly, related to learning and human development. These variables, although inherent to the people, need to be developed and cultivated, since the same move individuals to materialize an intention. Based on these perspectives supported by the assumptions of Bronfenbrenner’s Bioecological Model this research aimed to investigate the repertoire of social skills, motivation to learn and personological characteristics of university students in the Federal District, in the initial and final phases and of both genders, in the night courses of undergraduate degrees in Business Administration and Law. The convenience sample consisted of 311 students from a private institution of higher education, aged between 18 and 60 years old. It was used a descriptive-comparative design and a combination of instruments to access the investigated variables. For the descriptive study it was conducted an examination of a set of documents provided by the researched institution and sociodemographic questionnaire. For the comparative study, questionnaires of personal and motivational characteristics were used. Data were analyzed using descriptive statistics and analysis of univariated variance (ANOVA), with the support of SPSS statistical software (Statistical Package for Social Science). The results indicated that sociodemographic profile primarily composed of female, unmarried undergraduates, aged above 24 years old, who reside with their parents or other family members, who are at the first graduation, have a family income of up to 10 minimum wages, use their own means of transportation are in the labor market and their parents have education equivalent to high school. Significant differences were found in relation to gender in psychic functions, intuition and thinking, in favor of male students; and in the functions of sensation and feeling it was in favor of the female students. Differences regarding gender were also found in the motivation variable, in the extrinsic introjected motivation factor and in the variable of social skills for self-assertion in the expression of positive sentiment, in favor of women. In the social skills factor, coping and self-affirmation with risk and self-control of aggressiveness in aversive situations, the differences were observed in favor of men. The differences between courses were significant in relation to the introjected extrinsic motivation factor and self-affirmation in the expression of positive feelings and psychic thinking function factor in favor of the Law Course. In favor of the Management Course the significant differences relate to social skills, coping and self-affirmation with risk, self-control of aggressiveness in aversive situations and auto-exposure to unknown factors and new situations. Regarding the stages of the courses the differences were significant for the psychological type variable, psychic function thinking, in favor of the students in the final stages of the course. It was found generally that participants have self-determined motivational profile and good repertoire of social skills with scores above the average; the data show that the men surveyed are more socially skilled than women in most of the investigated factors. Regarding the need for social skills training there was a balance among gender, course and stages of the cour |
| Link de acesso: |
https://bdtd.ucb.br:8443/jspui/handle/tede/1981
|
Resumo: |
Social skills and motivation to learn are complex phenomena, whose concepts integrate various connotations and constructs, significantly, related to learning and human development. These variables, although inherent to the people, need to be developed and cultivated, since the same move individuals to materialize an intention. Based on these perspectives supported by the assumptions of Bronfenbrenner’s Bioecological Model this research aimed to investigate the repertoire of social skills, motivation to learn and personological characteristics of university students in the Federal District, in the initial and final phases and of both genders, in the night courses of undergraduate degrees in Business Administration and Law. The convenience sample consisted of 311 students from a private institution of higher education, aged between 18 and 60 years old. It was used a descriptive-comparative design and a combination of instruments to access the investigated variables. For the descriptive study it was conducted an examination of a set of documents provided by the researched institution and sociodemographic questionnaire. For the comparative study, questionnaires of personal and motivational characteristics were used. Data were analyzed using descriptive statistics and analysis of univariated variance (ANOVA), with the support of SPSS statistical software (Statistical Package for Social Science). The results indicated that sociodemographic profile primarily composed of female, unmarried undergraduates, aged above 24 years old, who reside with their parents or other family members, who are at the first graduation, have a family income of up to 10 minimum wages, use their own means of transportation are in the labor market and their parents have education equivalent to high school. Significant differences were found in relation to gender in psychic functions, intuition and thinking, in favor of male students; and in the functions of sensation and feeling it was in favor of the female students. Differences regarding gender were also found in the motivation variable, in the extrinsic introjected motivation factor and in the variable of social skills for self-assertion in the expression of positive sentiment, in favor of women. In the social skills factor, coping and self-affirmation with risk and self-control of aggressiveness in aversive situations, the differences were observed in favor of men. The differences between courses were significant in relation to the introjected extrinsic motivation factor and self-affirmation in the expression of positive feelings and psychic thinking function factor in favor of the Law Course. In favor of the Management Course the significant differences relate to social skills, coping and self-affirmation with risk, self-control of aggressiveness in aversive situations and auto-exposure to unknown factors and new situations. Regarding the stages of the courses the differences were significant for the psychological type variable, psychic function thinking, in favor of the students in the final stages of the course. It was found generally that participants have self-determined motivational profile and good repertoire of social skills with scores above the average; the data show that the men surveyed are more socially skilled than women in most of the investigated factors. Regarding the need for social skills training there was a balance among gender, course and stages of the cour |
