<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362016000300522</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362016000300002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Validação da Escala de Motivação Acadêmica em universitários brasileiros]]></article-title>
<article-title xml:lang="en"><![CDATA[Validity of academic motivation scale for the Brazilian higher education students]]></article-title>
<article-title xml:lang="es"><![CDATA[Validación de la escala de motivación académica en universitarios brasileños]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Davoglio]]></surname>
<given-names><![CDATA[Tárcia Rita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Bettina Steren dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lettnin]]></surname>
<given-names><![CDATA[Carla da Conceição]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>92</numero>
<fpage>522</fpage>
<lpage>545</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362016000300522&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362016000300522&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362016000300522&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A avalia&#231;&#227;o dos processos motivacionais relacionados &#224; aprendizagem, perman&#234;ncia e abandono estudantil na Educa&#231;&#227;o Superior tem despertado interesse acad&#234;mico e demandas por instrumentos padronizados. Este estudo objetivou apresentar evid&#234;ncias de validade psicom&#233;trica para a Escala de Motiva&#231;&#227;o Acad&#234;mica (EMA) em amostra de 715 estudantes universit&#225;rios sul-brasileiros. Os resultados corroboram a validade transcultural da escala, apresentando bons &#237;ndices de consist&#234;ncia interna e an&#225;lise fatorial confirmat&#243;ria coerente com o modelo estrutural de sete fatores. Embora sejam sugeridos alguns ajustes sem&#226;nticos, a vers&#227;o brasileira da EMA mostrou-se uma medida confi&#225;vel e v&#225;lida para avaliar o construto da motiva&#231;&#227;o relacionada &#224; forma&#231;&#227;o universit&#225;ria, revelando predom&#237;nio de motiva&#231;&#227;o autodeterminada nos estudantes pesquisados. Resultados obtidos a partir da EMA podem ser relevantes para o planejamento pedag&#243;gico e pol&#237;ticas voltadas &#224; conclus&#227;o dos estudos universit&#225;rios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Research into the connection between motivational processes to learning and the issue of retention and dropout rates in Higher Education (HE) has been growing steadily due to academic interest and the need for the development of measuring instruments. This study aimed at testing the validity of the Academic Motivation Scale (AMS) using a sample of 715 university students from the South Region of Brazil. Findings have corroborated the transcultural validity of the scale, high internal consistency and confirmatory factor analysis coherent with a seven type structural model. The Brazilian version of AMS seems to be a reliable and valid instrument of measurement to evaluate the issue of motivation in HE, revealing that there is a high predominance of self-determination in research students; however, we suggest some minor semantic adjusts. These results could inform educational policies and pedagogical planning aiming at encouraging the successful conclusion of higher education courses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La evaluaci&#243;n de los procesos motivacionales relacionados al aprendizaje, permanencia y abandono estudiantil en la Educaci&#243;n Superior promueve inter&#233;s acad&#233;mico y demandas por instrumentos estandarizados. Este estudio objetivo presenta evidencias de validad psicom&#233;trica para la Escala de Motivaci&#243;n Acad&#233;mica (EMA) en una amuestra de 715 estudiantes universitarios sur-brasile&#241;os. Los resultados corroboran la validad transcultural de la escala, presentando buenos &#237;ndices de consistencia interna y an&#225;lisis factorial confirmatoria coherente con el modelo estructural de 7 factores. Aunque sean sugeridos algunos ajustes sem&#225;nticos, la versi&#243;n brasile&#241;a de EMA se mostr&#243; una medida confiable para evaluar el constructo de la motivaci&#243;n universitaria, revelando predominio de motivaci&#243;n auto-determinada en los estudiantes pesquisados. Resultados obtenidos a partir de EMA pueden ser relevantes a la planificaci&#243;n pedag&#243;gica y pol&#237;ticas dirigidas a la conclusi&#243;n de los estudios.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Motivação acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Academic Motivation]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Motivación académica]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
</kwd-group>
</article-meta>
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