RODRIGUES, L. S.; http://lattes.cnpq.br/2739417587803310; RODRIGUES, Larissa Leal Serafim.
Résumé:
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.