Relação entre motivação escolar e dificuldades de aprendizagem em crianças: uma revisão sistemática com metanálise dos últimos dezoito anos.

Abstract

Several factors can interfere with a child's learning process, such as neurological, cognitive, social, economic, cultural, educational, and motivational factors. Among these factors, it has been emphasized the importance of studying school motivation, because it is present in every process that demands concentration to learn. This work aimed to perform a systematic review of the literature with meta - analysis, presenting what the literature brings about the relationship between school motivation and learning difficulties of children. In order to do this, in May of this year, searches were performed on the BVS-PSI, Lilacs, SciELO, PePSIC, LUME-UFRGS and CAPES journals, and articles were analyzed between 1999 and 2017. The criteria for inclusion of articles for the analyzsis were: papers that address school motivation in children with learning difficulties; to relate school motivation with learning; to be available in Portuguese; to use the cognitive psychology learning concept; to focus on the research of the Brazilian population; to present instruments (tests and / or psychological scales) that evaluate the school motivation; and to have been published between the years 1999 and 2017. Thirty-eight papers were analyzed that met the inclusion criteria. The Statistical Package for Social Sciences (SPSS) software was used for the data normality test (Kolmogorov-Smirnov) and for the correlation (Spearman-Brown) of the variables. It was observed that most of the papers dealing with learning difficulties approaches cognitive problems of memory, reading, writing and calculus. With regard to motivation, many studies have shown that intrinsic motivation would be more associated with good student performance and extrinsic motivation with poor performance, the latter being the most stimulated in the school environment.