INFLUÊNCIA DO AFETO POSITIVO, AUTOEFICÁCIA E SATISFAÇÃO NO ENTUSIASMO DOS ESTUDANTES DURANTE O ESTÁGIO CURRICULAR SUPERVISIONADO

João Paulo Cunha MENEZES

doi:10.31639/rbpfp.v15i34.712

Autores

João Paulo Cunha MENEZES UnB Brasília, Distrito Federal – Brasil https://orcid.org/0000-0002-2566-3957

DOI:

https://doi.org/10.31639/rbpfp.v15i34.712

Abstract views: 293 / PDF downloads: 243

Palavras-chave:

Formação Docente, Emoções, Ensino e Aprendizagem

Resumo

Este trabalho investigou a interação entre as experiências afetivas positivas, crenças de autoeficácia e satisfação dos estudantes para explicar seu nível de entusiasmo após o estágio curricular supervisionado. A amostra consistiu em 63 estudantes de licenciatura em Ciências Biológicas. Os resultados revelaram correlações positivas e significativas entre o afeto positivo e a autoeficácia, satisfação no trabalho e entusiasmo dos estudantes. Além disso, a autoeficácia foi positivamente relacionada à satisfação no trabalho e ao entusiasmo. No entanto, a correlação entre satisfação no trabalho e entusiasmo não foi estatisticamente significativa. Estudos anteriores ressaltam a importância do afeto positivo, autoeficácia e satisfação no contexto do estágio curricular supervisionado para o bem-estar e desempenho dos estudantes. Promover experiências afetivas positivas durante o estágio pode aumentar a autoeficácia, satisfação e entusiasmo dos estudantes, preparando-os para a carreira docente. Os resultados sugerem a importância de criar um ambiente de estágio favorável e emocionalmente positivos.

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