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O uso das tecnologias de informação e de comunicação para fins não académicos. Estudo quantitativo sobre autoeficácia e engagement em professores do ensino superior
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| 1.89 MB | Adobe PDF |
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Abstract(s)
Nas últimas décadas as Tecnologias de Informação e de Comunicação (TIC) têm
vindo a ser consideradas ferramentas essenciais para aprimorar o processo de ensino aprendizagem. No entanto, quando usadas para fins não académicos podem prejudicar o
desempenho dos alunos. O presente estudo tem como objetivo caracterizar e descrever a
relação entre a perceção que os professores têm sobre o uso das TIC por parte dos alunos
para fins não académicos, a perceção de autoeficácia e o engagement na sua atividade
profissional. A amostra foi constituída por 86 participantes, professores do ensino
superior, com idades compreendidas entre os 26 e os 68 anos. Os instrumentos utilizados
no estudo foram o Questionário sociodemográfico e profissional, o Questionário sobre a
perceção dos professores em relação ao uso das TIC por parte dos estudantes para fins
não académicos em contexto de sala de aula, o Teacher Self-Efficacy Scale e o Utrecht
Work Engagement Scale, ambos validados para a população portuguesa. Os resultados do
estudo sugerem que existe uma relação positiva entre a autoeficácia dos professores e o
seu engagement em contexto laboral. Por conseguinte, verificou-se que o uso das TIC
para fins não académicos por parte dos alunos não afeta a sua autoeficácia, mas tem um
impacto significativo no seu engagement. Estes resultados são particularmente úteis para
os agentes envolvidos na educação, dado que oferecem informações importantes que
podem contribuir para desenvolver estratégias mais adequadas para promover um
ambiente educacional mais saudável.
In recent decades, Information and Communication Technologies (ICT) have been considered essential tools to enhance the teaching and learning process. However, when used for non-academic purposes, they can negatively impact students' performance. The present study aims to characterize and describe the relationship between teachers' perceptions of students' use of ICT for non-academic purposes, self-efficacy perceptions, and engagement in their professional activities. The sample consisted of 86 participants, university teachers aged between 26 and 68 years old. The instruments used in the study were the Sociodemographic and Professional Questionnaire, the Questionnaire on teachers' perceptions regarding students' use of ICT for non-academic purposes in the classroom context, the Teacher Self-Efficacy Scale and the Utrecht Work Engagement Scale, all validated for the Portuguese population. The study results suggest a positive relationship between teachers' self-efficacy and their engagement in the workplace. Consequently, it was found that students' use of ICT for non-academic purposes does not affect their self-efficacy but does have a significant impact on their engagement. These findings are particularly useful for education stakeholders as they provide valuable information that can contribute to the development of more suitable strategies to promote a healthier educational environment.
In recent decades, Information and Communication Technologies (ICT) have been considered essential tools to enhance the teaching and learning process. However, when used for non-academic purposes, they can negatively impact students' performance. The present study aims to characterize and describe the relationship between teachers' perceptions of students' use of ICT for non-academic purposes, self-efficacy perceptions, and engagement in their professional activities. The sample consisted of 86 participants, university teachers aged between 26 and 68 years old. The instruments used in the study were the Sociodemographic and Professional Questionnaire, the Questionnaire on teachers' perceptions regarding students' use of ICT for non-academic purposes in the classroom context, the Teacher Self-Efficacy Scale and the Utrecht Work Engagement Scale, all validated for the Portuguese population. The study results suggest a positive relationship between teachers' self-efficacy and their engagement in the workplace. Consequently, it was found that students' use of ICT for non-academic purposes does not affect their self-efficacy but does have a significant impact on their engagement. These findings are particularly useful for education stakeholders as they provide valuable information that can contribute to the development of more suitable strategies to promote a healthier educational environment.
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Keywords
Professores do ensino superior Tecnologias de informação e de comunicação Autoeficácia Engagement Higher education professors Information and communication technologies Self-efficacy Psicologia da Educação . Faculdade de Artes e Humanidades