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Motivação e resiliência na educação e formação de adultos (EFA)
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Abstract(s)
A motivação e a resiliência desempenham um papel crucial no sucesso da formação
e aprendizagem de adultos. Deste modo, este estudo tem por objetivo explorar a relação
entre a motivação e a resiliência no processo de aprendizagem e desenvolvimento pessoal e
profissional dos adultos. Pretende-se contribuir para a promoção da equidade e inclusão
social, ao destacar a importância dos fatores psicológicos e motivacionais e de resiliência
na formação de adultos. Para tal, recorreu-se a uma metodologia de investigação
quantitativa e transversal e utilizada uma bateria de provas: a) questionário de dados
sociodemográficos; b) instrumento de avaliação da Motivação (Nóbrega & Garcês, aceite);
e c) Escala de Resiliência para Adultos (ERA), desenvolvida por Odin Hjemdal & Oddgeir
Friborg e adaptada para a versão portuguesa por Pereira, Narciso & Canavarro (2011). A
amostra deste estudo contou com 62 participantes com idades entre os 24 e os 64 anos. No
geral, os resultados apontam para uma forte correlação positiva e significativa entre
motivação e resiliência entre os participantes de programas de educação e formação de
adultos (EFA). A análise estatística mostrou que participantes mais motivados tendem a ter
níveis mais elevados de resiliência, e vice-versa, indicando uma interdependência entre
esses fatores no contexto educacional. Conclui-se que a relação entre a motivação e a
resiliência acarreta consigo importantes contributos para o planeamento de medidas que
possam promover o sucesso educativo junto da população adulta.
Motivation and resilience play a crucial role in the success of adult education and learning. Therefore, this study aims to explore the relationship between motivation and resilience in the process of personal and professional development among adults. It seeks to contribute to promoting equity and social inclusion by highlighting the importance of psychological, motivational, and resilience factors in adult education. To achieve this, a quantitative and cross-sectional research methodology was employed, using a battery of tests: a) a sociodemographic data questionnaire; b) a Motivation Assessment Instrument (Nóbrega & Garcês, accepted); and c) the Resilience Scale for Adults (ERA), developed by Odin Hjemdal & Oddgeir Friborg and adapted into Portuguese by Pereira, Narciso & Canavarro (2011). The sample for this study included 62 participants aged between 24 and 64. Overall, the results indicate a strong positive and significant correlation between motivation and resilience among participants in adult education and training programs (AET). Statistical analysis showed that more motivated participants tend to have higher levels of resilience, and vice versa, indicating an interdependence between these factors in the educational context. It is concluded that the relationship between motivation and resilience brings important contributions to planning measures that can promote educational success among the adult population.
Motivation and resilience play a crucial role in the success of adult education and learning. Therefore, this study aims to explore the relationship between motivation and resilience in the process of personal and professional development among adults. It seeks to contribute to promoting equity and social inclusion by highlighting the importance of psychological, motivational, and resilience factors in adult education. To achieve this, a quantitative and cross-sectional research methodology was employed, using a battery of tests: a) a sociodemographic data questionnaire; b) a Motivation Assessment Instrument (Nóbrega & Garcês, accepted); and c) the Resilience Scale for Adults (ERA), developed by Odin Hjemdal & Oddgeir Friborg and adapted into Portuguese by Pereira, Narciso & Canavarro (2011). The sample for this study included 62 participants aged between 24 and 64. Overall, the results indicate a strong positive and significant correlation between motivation and resilience among participants in adult education and training programs (AET). Statistical analysis showed that more motivated participants tend to have higher levels of resilience, and vice versa, indicating an interdependence between these factors in the educational context. It is concluded that the relationship between motivation and resilience brings important contributions to planning measures that can promote educational success among the adult population.
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Keywords
Motivação Resiliência Aprendizagem. Educação e formação de adultos Motivation Resilience Adult education and training Learning Psicologia da Educação . Faculdade de Artes e Humanidades