Programa de intervención en representaciones de creatividad y motivación académica de adolescentes

Creativity and its promotion are widespread concerns in education. However, few efforts have been made to implement intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has been one of the most implemented programs. This intervention’s materials and activities were adapted for Portuguese students, and a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers. Teachers received previous training for the program and during the program’s implementation. Intervention participants included 77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group, in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.A criatividade e sua promoção geram grande preocupação em educação. Contudo, poucos esforços têm existido para implementar programas destinados a sua promoção e de outros aspetos relacionados (e.g., motivação acadêmica). O Future Problem Solving Program International (FPSPI), criado para melhorar as representações de criatividade e a resolução criativa de problemas em jovens, tem sido um dos mais implementados. Os seus materiais e atividades foram adaptados para estudantes portugueses, efetuando-se um estudo longitudinal. O programa foi implementado durante quatro meses, semanalmente, por treze professores, que receberam formação antes e durante a implementação. O grupo experimental incluiu 77 estudantes do Ensino Básico e Secundário, apresentando o grupo de controlo 78 estudantes com características equivalentes. Os dados sobre a motivação e criatividade foram recolhidos num pré e pós-teste. Os resultados sugerem um aumento significativo na motivação e crenças apropriadas de criatividade no grupo experimental. Implicações práticas e perspectivas para investigações futuras são apresentadas.La creatividad y su promoción generan gran preocupación en educación. Sin embargo, han sido llevados a cabo pocos esfuerzos para implementar programas de promoción de la creatividad y otros aspectos (e.g., motivación académica). El Future Problem Solving Program International (FPSPI), creado para mejorar las representaciones de creatividad y la solución creativa de problemas en jóvenes, ha sido bastante implementado. Se adaptaron sus materiales y actividades para estudiantes portugueses, y se desarrolló un estudio longitudinal. El programa se implementó semanalmente durante cuatro meses por trece profesores, que recibieron formación antes y durante la implementación. El grupo experimental incluyó 77 estudiantes de Educación Primaria y Secundaria y el grupo de control incluyó 78 estudiantes con características semejantes. Los datos de motivación y creatividad fueron recogidos en un pre y post-test, sugiriendo un aumento significativo de motivación y creencias apropiadas sobre la creatividad en el grupo experimental. Se presentan implicaciones prácticas y perspectivas para futuras investigaciones.Fundação para a Ciência e a Tecnologia (FCT) - SFRH/BPD/80825/201

Inégalité sociale et motivations scolaires.

This study tries to analyse the influence of parents attitudes on pupils motivations and school achievement. How does the representation of school achievement determinants and the importance given to this achievement for career success shape children attitudes and influence their school results ? Two hundred children (CM2 et 6th) have been surveyed. In each case, information about child school results, parents attitudes and child attitudes were obtained and submitted to statistical analysis. The results show that three variables are obviously linked with school achievement : 1) when parents think that school success is « instrumental » to life success, their children more often have good results in school; 2) If they believe that children's results in school are mainly explained by teachers efficiency, child results are more often bad or poor; 3) Punitive attitudes seem to be more usual for middle-class parents, and give rise to poor school results. At the opposite, neither parents' expressed ambition for their own children, nor participation to school work and school life determine in a significative way the level of results.Ce travail tente d'analyser l'influence des attitudes familiales sur les motivations des écoliers et sur leur réussite scolaire. Comment la représentation des déterminants de la réussite scolaire et l'importance accordée à cette réussite dans la vie professionnelle se réflètent-elles au niveau des attitudes des enfants et de leurs résultats scolaires ? La recherche a été effectuée sur un échantillon de 200 enfants (CM2 et 6ème). Pour chaque cas, on a recueilli simultanément des informations sur les résultats scolaires de l'enfant, les attitudes des parents et les attitudes de l'enfant. Les résultats obtenus montrent que trois facteurs sont nettement liés à la réussite scolaire : 1) lorsque les parents pensent que la réussite à l'école représente un instrument pour réussir dans la vie, leurs enfants sont plus souvent bons élèves ; 2) s'ils attribuent en priorité la qualité des résultats scolaires à la compétence des enseignants, les résultats de l'enfant sont plus souvent mauvais ou médiocres; 3) les attitudes punitives semblent être plus fréquentes chez les parents de statut modeste et entraîner des résultats scolaires médiocres. A l'opposé, ni l'ambition exprimée des parents pour leurs enfants, ni leur participation au travail scolaire et à la vie scolaire ne déterminent significativement le niveau des résultats obtenus.Lévy-Leboyer C., Pineau C. Inégalité sociale et motivations scolaires.. In: Enfance, tome 33, n°3, 1980. pp. 135-156