Regulação emocional, motivação e metas no ensino médio: retorno às aulas na pandemia do COVID-19

Abstract

Students had suspended classes during COVID-19 pandemic, returning to school after this period. The objective is to investigate the motivation and emotions experienced by high school students. As theoretical foundations were used two sociocognitives theories of motivation: Achievement Goal Theory (Nicholls, 1985); Self Determination Theory (Deci e Ryan (1975;1985;2000) and Interpersonal Emotion Regulation. Our hypothesis is that this: emotion regulation, motivation and goals have relation with return to school after pandemic period. The mixed methodology is divided into two stages: In the first, quantitative, we applied a sociodemographic questionnaire, The Emotion Regulation of Others and Self (EROS) Scale, Motivation to learn Scale (EMA) and Achievement Goal Scale to students between 15 and 21 years old. In the second stage, the qualitative one Focus Group and two individual interviews. The analysis of these results were done by software R versão 4.2.3 (R Core Team, 2022). Data analysis were done by evaluating descriptive analyzes and Pearson correlation analyzes were performed between the variables and also through content analysis of the Focus group and two interviews. From the results of both analyzes, we identified that the students who task goal orientation, selfdetermination behavior and correlation between intrinsec motivation, intern regulation and goals. Interpersonal emotion regulation refers to an important factor, in intrinsec aspect. Emotions identified in this process were: sad, helplessness, fright, despair,fear, during the pandemic, and in the return, stress, fear, fatigue, frustration, relief and happiness. Conclusions: the both parts of the research complemente each other showing the importance of the intrinsec motivation. Interpesornal emotion regulation afects motivation for return and, consequently, task goal orientation.