Análise da motivação dos discentes do curso de Ciências Contábeis e Administração da Universidade Federal de Campina Grande, Campus Sousa, sob a perspectiva da teoria da autodeterminação e das metas de realização.

Abstract

The motivation both in the educational context as in other areas of human life, is an important factor that should be studied in order that the types of motivation that can be developed for each individual have influence over the actions, decisions and learning the same . This study was theoretical basis the Theory of Self-Determination and the Theory of Achievement Goals in order to identify the type of motivation displayed by the students, of the Administrative and Accounting courses at the Federal University of Campina Grande, campus Sousa. The methodology used was descriptive, bibliographical and survey, using as instrument of data collection a questionnaire condensed concepts of the two theories that theoretically underlay this study, through the Academic Motivation Scale (EMA) and the Rating Scale of Achievement Goals (EAMRs). In the treatment of the data we used the t test to determine similarity or difference between the profile of the students from the Business Administration and Accounting. And the Analysis of Variance (ANOVA) for each independent variable (one-way ANOVA), to verify that the CRA of respondents and the Payment Percentage showed significant differences depending on the type of motivation. As the universe of 418 students research and the sample, according to convenience, 289, amounted to a return of 69.1% of the population in question. The results showed no statistically significant differences in motivational profile of students per course, and also there is a predominance of extrinsic or intrinsic motivation in the academic profile. Such motivations are in very similar percentages, and that can not be said that the studied students have a self-determined motivation. It was also not there is a relationship between the motivational profiles and the CRA of a student, and one can not say that as students progress through the course profile shows changes. In what regards the direction for achieving goals, have proved to predominantly oriented learning goal.