O papel do comportamento do professor, da motivação e da emoção na predição da participação social acadêmica em aula
Introdução: a participação social acadêmica aborda os comportamentos de participação estudantil que implicam interações sociais com companheiros e professores.
Objetivo: analisou-se o papel do comportamento percebido do professor, o valor da tarefa, a autoeficácia acadêmica, o disfrutar e a vergonha em aula na predição da participação social acadêmica.
Método: os estudantes de psicologia de uma importante universidade nacional preencheram questionários de autorrelato que avaliavam as variáveis do modelo. Avaliou-se um modelo proposto mediante a análise de trajetórias.
Resultados: o modelo mostrou um bom ajuste aos dados, explicando 31% da variância. Detectaram-se influências positivas do comportamento percebido do professor no valor da tarefa (β = 0,42), a autoeficácia acadêmica (β = 0,19) e o desfrutar da aula (β = 0,24); do valor da tarefa no desfrutar da aula (β = 0,52) e do desfrutar da aula na participação social acadêmica (β = 0,44). A autoeficácia acadêmica afetou negativamente a vergonha em aula (β = -0,38), enquanto a vergonha em aula (β = -0,44) e o valor da tarefa (β = -0,24) mostraram uma influência negativa na participação social acadêmica.
Conclusão: demonstrou-se a utilidade de modificar o comportamento do professor e a motivação como meio para afetar as emoções. O desfrutar da aula e a vergonha foram os preditores mais fortes da participação social acadêmica. Sugeriu-se a importância das variáveis individuais na moderação da influência contextual na participação.
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