Motivation to learn in middle school and association with individual and contextual aspects

Fernandes, Graziela Nunes Alfenas; Lemos, Stela Maris Aguiar

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Original Article • CoDAS 32 (6) • 2020 • https://doi.org/10.1590/2317-1782/20192019247 copy

Motivation to learn in middle school and association with individual and contextual aspects

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Purpose:

To verify the association between motivation to learn, quality of life, health self-perception, and environmental, school and behavioral resources of students in a private middle school.

Methods:

This is an observational, analytical, cross-sectional study conducted with 124 adolescents using the following instruments: Participant Characterization, Learning Motivation Scale (LMS), Self-perceived Health Questionnaire, Strengths and Difficulties Questionnaire (SDQ) and Pediatric Quality of Life Inventory™ (PedsQL) (Self-report) - conducted with the students, and Brazilian Criteria of Economic Classification Questionnaire, PedsQL (Parent Proxy-report) and Home Environment Resources Scale (HERS) - responded by the parents and/or legal guardians. School performance was assessed by the average scores of students in the period investigated. Descriptive, bivariate, and multivariate analyses were performed to assess the association between response and explanatory variables.

Results:

The study sample was composed mostly of socioeconomic class A female students who evaluated their health as good or excellent. The Learning Goal domain of the LMS presented higher average results compared with those of the other domains. Most students performed well or very well in the PedsQL and presented positive self-ratings in the three dimensions (physical, emotional and social functioning) of this instrument. Motivation to learn was associated with the quality of life, learning strengths, and self-perceived health of adolescents.

Conclusion:

Considering the peculiarity of adolescence and the complexity of the learning process and its consequences, parents and educators play a fundamental role in learning motivation.

Keywords:
Adolescent; Self-perception; Academic achievement; Socioeconomic factors; Motivation; Quality of life

Domains	Mean	SD	Median	Minimum	Maximum	p-value^* * Kolmogorov-Smirnov test
Learning goal	29.3	4.7	31.0	16.0	36.0	<0.001
Performance- approach goal	15.3	4.4	15.0	9.0	27.0	<0.001
Performance- avoidance goal	9.4	3.1	8.0	7.0	21.0	<0.001

Characteristics	Learning goal	Performance- approach goal	Performance-avoidance goal
Characteristics	Low (N=61)	High (N=63)	Low (N=59)	High (N=65)	Low (N=63)	High (N=61)
	N	%	N	%	N	%	N	%	N	%	N	%
Sex/Gender
Female	33	54.1	34	54.0	33	55.9	34	52.3	34	54.0	33	54.1
Male	28	45.9	29	46.0	26	44.1	31	47.7	29	46.0	28	45.9
p-value ^* * Pearson’s chi-squared test	0.988	0.686	0.988

Age
11	10	16.3	24	38.1	15	25.4	19	29.2	17	27.0	17	27.9
12	17	27.9	13	20.6	18	30.6	12	18.5	15	23.8	15	24.6
13	17	27.9	15	23.8	11	18.6	21	32.3	16	25.4	16	26.2
14	17	27.9	11	17.5	15	25.4	13	20.0	15	23.8	13	21.3
p-value^* * Pearson’s chi-squared test	0.021^ Linear association LMS domains: Learning goal: Low (<31); High (>31); Performance-approach goal: Low (<15); High (≥5); Performance-avoidance goal: Low (≤8); High (>8). Captions: BCEC = Brazilian Criteria of Economic Classification ; QoL = quality of life; HERS = Home Environment Resource Scale; SDQ-Por = Strengths and Difficulties Questionnaire, Portuguese version.	0.961	0.802

CCEB
A1	40	65.6	43	68.3	38	64.4	45	69.2	40	63.5	43	70.5
B1/B2	21	34.4	20	31.7	21	35.6	20	30.8	23	36.5	18	29.5
p-value^* * Pearson’s chi-squared test	0.751	0.569	0.407

School year
6th grade	14	23.0	26	41.3	18	30.5	22	33.8	19	30.2	21	34.4
7th grade	18	29.5	16	25.4	17	28.8	17	26.2	17	27.0	17	27.9
8th grade	13	21.3	13	20.6	10	16.9	16	24.6	15	23.8	11	18.0
9th grade	16	26.2	8	12.7	14	23.7	10	15.4	12	19.0	12	19.7
p-value^* * Pearson’s chi-squared test	0.021^ Linear association LMS domains: Learning goal: Low (<31); High (>31); Performance-approach goal: Low (<15); High (≥5); Performance-avoidance goal: Low (≤8); High (>8). Captions: BCEC = Brazilian Criteria of Economic Classification ; QoL = quality of life; HERS = Home Environment Resource Scale; SDQ-Por = Strengths and Difficulties Questionnaire, Portuguese version.	0.539	0.877

School performance
Fair	11	18.0	7	11.1	9	15.3	9	13.8	6	9.5	12	9.7
Good	24	39.3	17	27.0	22	37.3	19	29.2	16	25.4	25	41.0
Very good	21	34.4	29	46.0	20	33.9	30	46.2	31	49.2	19	31.1
Excellent	5	8.2	10	15.4	8	13.6	7	10.8	10	15.9	5	8.2
p-value^* * Pearson’s chi-squared test	0.034^ Linear association LMS domains: Learning goal: Low (<31); High (>31); Performance-approach goal: Low (<15); High (≥5); Performance-avoidance goal: Low (≤8); High (>8). Captions: BCEC = Brazilian Criteria of Economic Classification ; QoL = quality of life; HERS = Home Environment Resource Scale; SDQ-Por = Strengths and Difficulties Questionnaire, Portuguese version.	0.613	0.006^ Linear association LMS domains: Learning goal: Low (<31); High (>31); Performance-approach goal: Low (<15); High (≥5); Performance-avoidance goal: Low (≤8); High (>8). Captions: BCEC = Brazilian Criteria of Economic Classification ; QoL = quality of life; HERS = Home Environment Resource Scale; SDQ-Por = Strengths and Difficulties Questionnaire, Portuguese version.

Self-perceived health
Bad/regular	8	13.1	3	4.8	6	10.2	5	7.7	1	1.6	10	16.4
Good/Excellent	53	86.9	60	95.2	53	89.8	60	92.3	62	98.4	51	83.6
p-value ^* * Pearson’s chi-squared test	0.102	0.628	0.004^* * Pearson’s chi-squared test

General QoL - adolescents
Low	41	67.2	24	38.1	29	49.2	36	55.4	29	46.0	36	59.0
High	20	32.8	39	61.9	30	50.8	29	44.6	34	54.0	25	41
p-value ^* * Pearson’s chi-squared test	0.001	0.488	0.148

General QoL - parents
Low	31	50.8	32	50.8	29	49.2	34	52.3	33	52.4	30	49.2
High	30	49.2	31	49.2	30	50.8	31	47.7	30	47.6	31	50.8
p-value ^* * Pearson’s chi-squared test	0.998	0.726	0.722

HERS
Low	35	57.4	27	42.9	27	45.8	35	53.8	33	52.4	29	47.5
High	26	42.6	36	57.1	32	54.2	30	46.2	30	47.6	32	52.5
p-value^* * Pearson’s chi-squared test	0.106	0.369	0.59

SDQ-Por - total score
Normal	43	70.5	54	85.7	51	86.4	46	70.8	52	82.5	45	73.8
Borderline	7	11.5	5	7.9	3	5.1	9	13.8	6	9.5	6	9.8
Abnormal	11	18.0	4	6.3	5	8.5	10	15.4	5	7.9	10	16.4
p-value^* * Pearson’s chi-squared test	0.029^ Linear association LMS domains: Learning goal: Low (<31); High (>31); Performance-approach goal: Low (<15); High (≥5); Performance-avoidance goal: Low (≤8); High (>8). Captions: BCEC = Brazilian Criteria of Economic Classification ; QoL = quality of life; HERS = Home Environment Resource Scale; SDQ-Por = Strengths and Difficulties Questionnaire, Portuguese version.	0.067	0.162

Characteristics	Learning goal	Performance- approach goal	Performance-avoidance goal
Characteristics	Low (N=61)	High (N=63)	Low (N=59)	High (N=65)	Low (N=63)	High (N=61)
SDQ-Por - prosocial scale
Median	8.0	9.0	9.0	8.0	9.0	8.0
Mean	7.9	8.7	8.25	8.35	8.44	8.16
SD	1.73	1.21	1.71	1.37	1.48	1.58
p-value^* * Mann-Whitney test. Captions: SDQ-Por = Portuguese version of the Strengths and Difficulties Questionnaire.	0.006	0.959	0.269

SDQ-Por - total
Median	11.0	8.0	9.0	10.0	9.0	10.0
Mean	11.49	8.76	9.44	10.71	9.17	11.07
SD	5.66	5.44	4.69	6.44	5.25	6.01
p-value^* * Mann-Whitney test. Captions: SDQ-Por = Portuguese version of the Strengths and Difficulties Questionnaire.	0.004	0.398	0.077

Characteristics^* * Wald test. Adjustment of the initial/final models (Hosmer-Lemeshow test): p=0.638/p=0.539 Captions: HERS = Home Environment Resources Scale; SDQ-Por = Strengths and Difficulties Questionnaire, Portuguese version.	Initial model		Final model
	OR (95% CI)	p-value^* * Wald test. Adjustment of the initial/final models (Hosmer-Lemeshow test): p=0.638/p=0.539 Captions: HERS = Home Environment Resources Scale; SDQ-Por = Strengths and Difficulties Questionnaire, Portuguese version.	OR (95% CI)	p-value^* * Wald test. Adjustment of the initial/final models (Hosmer-Lemeshow test): p=0.638/p=0.539 Captions: HERS = Home Environment Resources Scale; SDQ-Por = Strengths and Difficulties Questionnaire, Portuguese version.
School performance
Fair	1.02 (0.18-5.53)	0.984	-	-
Good	0.55 (0.14-2.18)	0.391	-	-
Very good	1.02 (0.26-7.97)	0.973	-	-
Self-perceived health	1.35 (0.31-5.99)	0.690	-	-
Quality of Life (adolescents)	1.91 (0.78-4.72)	0.159	2.50 (1.14-5.43)	0.022
HERS	1.19 (0.50-2.83)	0.689	-	-
SDQ-Por (prosocial scale)	1.44 (1.07-1.95)	0.020	1.45 (1.09-1.94)	0.012
SDQ-Por (total)	0.96 (0.89-1.05)	0.304	-	-
Age	0.61 (0.47-1.04)	0.079	0.68 (0.48-0.97)	0.033

Characteristics^* * Wald test. Adjustment of the initial/final models (Hosmer-Lemeshow test): p=0.615/p=0.983 Captions: SDQ-Por = Portuguese version of the Strengths and Difficulties Questionnaire.	Initial model		Final model
	OR (95% CI)	p-value^* * Wald test. Adjustment of the initial/final models (Hosmer-Lemeshow test): p=0.615/p=0.983 Captions: SDQ-Por = Portuguese version of the Strengths and Difficulties Questionnaire.	OR (95% CI)	p-value^* * Wald test. Adjustment of the initial/final models (Hosmer-Lemeshow test): p=0.615/p=0.983 Captions: SDQ-Por = Portuguese version of the Strengths and Difficulties Questionnaire.
School performance
Fair	3.13 (0.64-15.32)	0.108	-	-
Good	2.83 (0.79-10.17)	0.111	-	-
Very good	1.17 (0.32-3.86)	0.863	-	-
Self-perceived health	0.11 (0.13-0.95)	0.045	0.08 (0.01-0.65)	0.018
Quality of Life (adolescents)	0.79 (0.33-1.88)	0.594	-	-
SDQ-Por (total)	1.02 (0.94-1.10)	0.672	-	-
Age	0.82 (0.58-1.17)	0.283	0.92 (0.67-1.27)	0.616

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[1] Correspondence address: Graziela Nunes Alfenas Fernandes Departamento de Fonoaudiologia, Faculdade de Medicina, Universidade Federal de Minas Gerais - UFMG Avenida Professor Alfredo Balena, 190, Santa Efigênia, Belo Horizonte (MG), Brasil, CEP: 30.130-100. E-mail: graziela.alfenas@gmail.com