ENGAJAMENTO E NECESSIDADES PSICOLÓGICAS BÁSICAS NO ENSINO FUNDAMENTAL NO CONTEXTO DE PANDEMIA DA COVID-19

Abstract

Engagement is an essential element when it comes to the motivational system development and it works as a mediator of behavioral and emotional responses. This study has investigated the construct from the perceptions on how basic psychological needs (BPN) were met regarding 3rd, 4th and 5th grade students and teachers of elementary school, during the COVID-19 pandemic. The research has been designed in three studies: cross-sectional, descriptive and correlational, with data collection in a virtual environment. Study 1 has performed the translation and the cross-cultural adaptation of the following instruments: Teacher Report of Teacher Context, Student Report of Teacher Context - short form and Engagement vs. Disaffection with Learning Student-report. The analysis of the three instruments obtained items with near-perfect content validity coefficient values (0.80 - 1) (except for two items [0.60 - 0.80]), significant theoretical relevance and adequate comprehension levels, considering their aptitude for validation research. In Study 2, perceptions on how BPN were met and on relationships with engagement were investigated, in a sample of 87 students and their caretakers, considering the following formats: Non-Presential Pedagogical Activity – NPPA/In- person; In-person; In-person/Online; and Online; The following instruments were applied: Student Characterization Questionnaire; Teacher as Context Questionnaire - student version (QPC-E) and Engagement and Disengagement in Learning - student version (QEDA-E), the last two resulting from Study 1. The perception of meeting the need for Competence was lower, in all the teaching formats, by students with parental reports indicating learning disabilities and behavioral problems, which was reflected in the engagement indicators; on the other hand, the perception of meeting the need for Relationship was higher in all formats. Support for the need of Autonomy and Emotional Engagement was greater in In-person format. The identification and analysis of the interrelationships between the BPN and the school context indicate initiatives that may be advantageous to student engagement. Finally, in Study 3, students' perception on BPN assistance and teachers’ perception on meeting their needs were investigated, in a sample of 123 teachers working in the following teaching formats: In-person; NPPA/In-person and; In-person/Online. Among the instruments, the Sample Characterization Questionnaire and the Basic Needs Satisfaction in General Questionnaire (QSGNB) were applied, in addition to the Teacher as Context Questionnaire - teacher version (QPC-P), also submitted to the processes of translation and cross-cultural adaptation. Teachers' perceptions on meeting their needs have presented above average values. The perceived need for Competence was lower by teachers in the public education system and in the NPPA/In-person format, with a weak relationship between perceptions on meeting their BPN and the assistance for students’ BPN. In-person format showed more positive results regarding teachers’ assistance towards students' BPN. There were positive relationships between BPN assistance profiles and students’ performance. Perceptions on meeting students' needs were influenced by the context and by perceptions on school performance, which indicates implications for pedagogical practices. It is expected that this study will contribute to a broader analysis on students’ motivation through data on engagement and BPN, contributing to interventions and practices by Education and Psychology professionals.