<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922009000200014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Padrão de motivação e desfechos de progresso acadêmico: estudo longitudinal com estudantes de medicina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sobral]]></surname>
<given-names><![CDATA[Dejano Tavares]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A14">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2009</year>
</pub-date>
<volume>10</volume>
<numero>numeroespecial</numero>
<fpage>228</fpage>
<lpage>248</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922009000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922009000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922009000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O propósito do estudo foi analisar a motivação educacional de estudantes de medicina em relação com indicadores de progresso acadêmico durante a graduação na Universidade de Brasília. A Escala de Motivação Acadêmica foi aplicada em turmas consecutivas ao total de 285 participantes no início do segundo ano. Foram analisados estatisticamente indicadores da Escala e suas correlações prospectivas com índices de rendimento acadêmico e realização de monitoria, e também diferenças nesses índices entre quatro grupos de configuração motivacional identificados em análise classificatória. Os resultados mostraram correlações positivas e significantes entre motivação intrínseca e rendimento acadêmico, bem como entre realização de monitoria e combinação de motivação intrínseca e regulação externa. Grupos com orientação motivacional expressamente autônoma ou mista (autônoma e controlada) realizaram número significantemente maior de monitorias do que grupos com menor autodeterminação motivacional. Os achados são discutidos - a luz da teoria da autodeterminação - quanto aos aspectos de adaptação motivacional e de influências de transição da ambiência educacional. Concluindo, os resultados sugerem que indicadores de motivação caracterizados no início da graduação têm efeito preditivo pequeno, mas significante no desempenho acadêmico continuado e no exercício eletivo de monitoria. Esse desfecho eletivo diferiu significantemente entre estudantes com distintos perfis motivacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The purpose of this work was to analyze medical students` motivation features in relation to outcomes of academic progress during undergraduate studies. The Academic Motivation Scale (AMS) was administered in consecutive classes to a total of 285 2nd year students who graduated at the University of Brasilia. Statistical analyses were undertaken on AMS indicators and their correlations with cumulative GPA and peer-tutoring outcomes, as well as on outcome differences among four motivation-profile groups identified in cluster analysis. The results showed positive, significant correlations between intrinsic motivation components and GPA, as well as between peer-tutoring activity and a mix of intrinsic motivation and extrinsic motivation by external regulation. Cluster analysis groups with definite autonomous motivation or with combined (autonomous and controlled) motivation undertook more extended peer tutoring than those with less self-determined patterns. The discussion appraises the findings in the light of the Self- Determination Theory as related to aspects of motivation adaptation and influences of transition in educational context. In conclusion, the results suggest that motivational features ascertained at the beginning of the medical program have a significant, albeit small, predictive effect on the students` achievement and peer tutoring activity. The later outcome differed significantly among students with distinguishing motivational configurations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Motivação]]></kwd>
<kwd lng="pt"><![CDATA[Monitoria]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação da Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Rendimento Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Escala de Motivação Acadêmica]]></kwd>
<kwd lng="en"><![CDATA[Educational Measurement]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[Peer Tutoring]]></kwd>
<kwd lng="en"><![CDATA[Achievement]]></kwd>
<kwd lng="en"><![CDATA[Academic Motivation Scale]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Padr&atilde;o de motiva&ccedil;&atilde;o e  desfechos de progresso acad&ecirc;mico: estudo longitudinal com estudantes de medicina.</h2> <h3>Motivation patterns and outcomes of academic progress: a longitudinal  study with medical students.</h3>     <p>&nbsp;</p> <h4>Dejano Tavares Sobral    <br> </h4> </font>      ]]></body>
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