Escala de orientação intrínseca versus extrínseca em sala de aula - análise das características psicométricas

Abstract

Today, classroom management faces a major challenge-students motivation. Our goal is to contribute to teacher’s an educational psychologist’s practice, printing our useful motivational conceptualization and approaches. In this sense, we analise the «scale of intrinsic vs extrinsic orientation in the classroom» (Harter, 1980). Streniry its underlying conceptualization of motivation and methodology of construction as specially adequated to the understanding of student classroom motivation. Finally, we describe the procedures and describe the results of the study of the validity and reliability of a Portuguese version of this scale.