ESEV - DPCE - Artigo em revista científica, indexada ao WoS/Scopus
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Browsing ESEV - DPCE - Artigo em revista científica, indexada ao WoS/Scopus by Author "Abrantes, José Luís"
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- Motivation and relationship of the student with the school as factors involved in the perceived learningPublication . Ferreira, Manuela; Cardoso, Ana Paula; Abrantes, José LuísMotivation should be seen as a very important factor in the learning process. The motivated student has the inner strength to learn, to discover and capitalize on capabilities, to improve academic performance and to adapt to the demands of the school context. Contextual factors like the psychological sense of school membership may be also especially important to students’ classroom engagement, their motivation and learning success. So with this study we intend to examine how the sense of school belonging and intrinsic motivation influences perceived learning.A structural model reveals that the negative sense of school belonging has a negative impact on intrinsic motivation and on perceived learning. In turn, intrinsic motivation positively and significantly influences perceived learning in the course.
- Pedagogical Interaction and Learning Performance as Determinants of Academic AchievementPublication . Costa, Cesário; Cardoso, Ana Paula; Lima, Margarida Pedroso; Ferreira, Manuela; Abrantes, José LuísThis investigation aims to relate teacher competencies, student-student interactions and learning performance, and its direct and indirect effects on academic achievement of high school students. A quantitative research was carried out, involving a representative sample of 1986 students attending Secondary Education Schools located in the central region of Portugal. The results obtained through the structural model show that perceived teacher competencies influence student-student interactions and learning performance positively and significantly; student-student interactions positively and significantly influence the learning performance which, in turn, influences positively and significantly students’ academic achievement. The established model provides insights for a better understanding of the importance of communication, in the context of the classroom, and of the students’ learning involvement in the academic activities, towards the promotion of school success.