The self-determination theory applied in the analysis of motivation and academic performance of accounting students in a brazilian public university

Detalhes bibliográficos
Autor(a) principal: Borges, Marina Salgado
Data de Publicação: 2017
Outros Autores: Miranda, Gilberto José, Freitas, Sheizi Calheira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Contemporânea de Contabilidade (Online)
Texto Completo: https://periodicos.ufsc.br/index.php/contabilidade/article/view/2175-8069.2017v14n32p89
Resumo: The aim of this study was analyzing the relations between academic performance and motivation of Accounting students in a Brazilian public university based on Self-determination Theory. Methodologically, in order to reach that, structured questionnaires were applied in classrooms with the Brazilian version of the Academic Motivation Scale (AMS), in a sample of 316 students enrolled from second to tenth periods of that course, equivalent to 37.2% of the total number of students. Data were analyzed using descriptive statistics, exploratory factor analysis (AFE) and multiple linear regression analysis with Ordinary Least Squares (OLS). The regression analyzes indicated a significant relationship between motivation and academic performance. The factors related to intrinsic motivation and extrinsic motivation by identified regulation are positively correlated with academic performance of students. On the other hand, the introjected for regulation extrinsic motivation factor is negatively correlated with student’s academic performance coefficient (CRA). Based on the sample analyzed, the results showed that the relationship between motivation and CRA of the student depends on the type of motivation that is present in each one.
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spelling The self-determination theory applied in the analysis of motivation and academic performance of accounting students in a brazilian public universityLa teoría de autodeterminación aplicada en el análisis de motivación y desempeño académico de estudiantes contables en una universidad pública brasileñaA teoria da autodeterminação aplicada na análise da motivação e do desempenho acadêmico discente do curso de ciências contábeis de uma instituição pública brasileiraThe aim of this study was analyzing the relations between academic performance and motivation of Accounting students in a Brazilian public university based on Self-determination Theory. Methodologically, in order to reach that, structured questionnaires were applied in classrooms with the Brazilian version of the Academic Motivation Scale (AMS), in a sample of 316 students enrolled from second to tenth periods of that course, equivalent to 37.2% of the total number of students. Data were analyzed using descriptive statistics, exploratory factor analysis (AFE) and multiple linear regression analysis with Ordinary Least Squares (OLS). The regression analyzes indicated a significant relationship between motivation and academic performance. The factors related to intrinsic motivation and extrinsic motivation by identified regulation are positively correlated with academic performance of students. On the other hand, the introjected for regulation extrinsic motivation factor is negatively correlated with student’s academic performance coefficient (CRA). Based on the sample analyzed, the results showed that the relationship between motivation and CRA of the student depends on the type of motivation that is present in each one.El propósito de este estudio es analizar las relaciones entre el rendimiento académico y la motivación de los estudiantes de Contabilidad en una universidad pública brasileña basada en la Teoría de la Autodeterminación. Para conseguirlo, se aplicaron en las aulas cuestionarios estructurados de la versión brasileña de la Escala de Motivación Académica (AMS), en una muestra de 316 estudiantes matriculados en los períodos de segundo a décimo del referido curso, lo que equivale al 37,2% del total de alumnos. Los datos se analizaron mediante estadística descriptiva, análisis factorial exploratorio (AFE) y análisis de regresión lineal múltiple con Mínimos Cuadrados Ordinarios (MCO). Los análisis de regresión indicaron que existe una relación significativa entre la motivación y el rendimiento académico. Los factores relativos a la motivación intrínseca y a la motivación extrínseca por regulación identificada están positivamente correlacionados con el coeficiente de rendimiento académico (CRA) de los estudiantes, mientras que el factor relativo a la motivación por regulación extrínseca inducida está negativamente correlacionado con este coeficiente. Fue posible generalizar, en relación a la muestra empleada, que la relación existente entre motivación y coeficiente de rendimiento académico está en dependencia del tipo de motivación que prevalezca en cada estudiante.O propósito deste estudo foi analisar as relações entre desempenho acadêmico e motivação dos estudantes do Curso de Ciências Contábeis de uma universidade pública brasileira, com base na Teoria da Autodeterminação. Em termos metodológicos, para alcançar esse objetivo, foram aplicados questionários estruturados nas salas de aula, contendo a versão brasileira da Escala de Motivação Acadêmica (EMA), para uma amostra de 316 estudantes matriculados no segundo ao décimo períodos do referido curso, a qual equivale a 37,2% do total de discentes. Para análise dos dados, foram utilizadas: estatística descritiva, análise fatorial exploratória (AFE) e análise de regressão linear múltipla com mínimos quadrados ordinários (MQO). As análises de regressão indicaram relações significativas entre motivação e desempenho acadêmico. Os fatores relativos à motivação intrínseca e à motivação extrínseca por regulação identificada estão positivamente correlacionados com o coeficiente de rendimento acadêmico (CRA) dos discentes. Já o fator relativo à motivação por regulação extrínseca introjetada está negativamente correlacionado com o desempenho acadêmico. Com base na amostra analisada, os resultados evidenciaram que a relação existente entre motivação e o CRA do aluno depende do tipo de motivação presente em cada universitário. UFSC2017-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/contabilidade/article/view/2175-8069.2017v14n32p8910.5007/2175-8069.2017v14n32p89Revista Contemporânea de Contabilidade; v. 14 n. 32 (2017); 89-1072175-80691807-1821reponame:Revista Contemporânea de Contabilidade (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/contabilidade/article/view/2175-8069.2017v14n32p89/34988Copyright (c) 2017 Revista Contemporânea de Contabilidadeinfo:eu-repo/semantics/openAccessBorges, Marina SalgadoMiranda, Gilberto JoséFreitas, Sheizi Calheira2017-09-22T13:48:29Zoai:periodicos.ufsc.br:article/42461Revistahttps://periodicos.ufsc.br/index.php/contabilidade/indexPUBhttps://periodicos.ufsc.br/index.php/contabilidade/oaircc.cse@contato.ufsc.br2175-80691807-1821opendoar:2017-09-22T13:48:29Revista Contemporânea de Contabilidade (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv The self-determination theory applied in the analysis of motivation and academic performance of accounting students in a brazilian public university
La teoría de autodeterminación aplicada en el análisis de motivación y desempeño académico de estudiantes contables en una universidad pública brasileña
A teoria da autodeterminação aplicada na análise da motivação e do desempenho acadêmico discente do curso de ciências contábeis de uma instituição pública brasileira
title The self-determination theory applied in the analysis of motivation and academic performance of accounting students in a brazilian public university
spellingShingle The self-determination theory applied in the analysis of motivation and academic performance of accounting students in a brazilian public university
Borges, Marina Salgado
title_short The self-determination theory applied in the analysis of motivation and academic performance of accounting students in a brazilian public university
title_full The self-determination theory applied in the analysis of motivation and academic performance of accounting students in a brazilian public university
title_fullStr The self-determination theory applied in the analysis of motivation and academic performance of accounting students in a brazilian public university
title_full_unstemmed The self-determination theory applied in the analysis of motivation and academic performance of accounting students in a brazilian public university
title_sort The self-determination theory applied in the analysis of motivation and academic performance of accounting students in a brazilian public university
author Borges, Marina Salgado
author_facet Borges, Marina Salgado
Miranda, Gilberto José
Freitas, Sheizi Calheira
author_role author
author2 Miranda, Gilberto José
Freitas, Sheizi Calheira
author2_role author
author
dc.contributor.author.fl_str_mv Borges, Marina Salgado
Miranda, Gilberto José
Freitas, Sheizi Calheira
description The aim of this study was analyzing the relations between academic performance and motivation of Accounting students in a Brazilian public university based on Self-determination Theory. Methodologically, in order to reach that, structured questionnaires were applied in classrooms with the Brazilian version of the Academic Motivation Scale (AMS), in a sample of 316 students enrolled from second to tenth periods of that course, equivalent to 37.2% of the total number of students. Data were analyzed using descriptive statistics, exploratory factor analysis (AFE) and multiple linear regression analysis with Ordinary Least Squares (OLS). The regression analyzes indicated a significant relationship between motivation and academic performance. The factors related to intrinsic motivation and extrinsic motivation by identified regulation are positively correlated with academic performance of students. On the other hand, the introjected for regulation extrinsic motivation factor is negatively correlated with student’s academic performance coefficient (CRA). Based on the sample analyzed, the results showed that the relationship between motivation and CRA of the student depends on the type of motivation that is present in each one.
publishDate 2017
dc.date.none.fl_str_mv 2017-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/contabilidade/article/view/2175-8069.2017v14n32p89
10.5007/2175-8069.2017v14n32p89
url https://periodicos.ufsc.br/index.php/contabilidade/article/view/2175-8069.2017v14n32p89
identifier_str_mv 10.5007/2175-8069.2017v14n32p89
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dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/contabilidade/article/view/2175-8069.2017v14n32p89/34988
dc.rights.driver.fl_str_mv Copyright (c) 2017 Revista Contemporânea de Contabilidade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Revista Contemporânea de Contabilidade
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv UFSC
publisher.none.fl_str_mv UFSC
dc.source.none.fl_str_mv Revista Contemporânea de Contabilidade; v. 14 n. 32 (2017); 89-107
2175-8069
1807-1821
reponame:Revista Contemporânea de Contabilidade (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
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reponame_str Revista Contemporânea de Contabilidade (Online)
collection Revista Contemporânea de Contabilidade (Online)
repository.name.fl_str_mv Revista Contemporânea de Contabilidade (Online) - Universidade Federal de Santa Catarina (UFSC)
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