Como Investigar a Motivação e a Aprendizagem Autorregulada em Computação: Teoria, Aplicação e Análise de Dados com o MSLQ
Resumo
A motivação é um fator central na aprendizagem em cursos de Computação, e sua investigação requer instrumentos metodologicamente rigorosos. Este minicurso teórico-prático apresenta o Motivated Strategies for Learning Questionnaire (MSLQ), amplamente utilizado para avaliar motivação e estratégias de aprendizagem autorregulada. São abordados seus fundamentos teóricos, construtos, procedimentos de aplicação e análise de dados, com foco na formação de pesquisadores e docentes para a condução de estudos robustos em Educação em Computação.
Palavras-chave:
Motivação, Aprendizagem autorregulada, MSLQ, Educação em Computação
Referências
Aarne, O., Peltola, P., Leinonen, J. and Hellas, A. (2018). A study of pair programming enjoyment and attendance using study motivation and strategy metrics. In: Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE '18), p. 759–764. DOI: 10.1145/3159450.3159493.
Fabrigar, L. R. and Wegener, D. T. (2012). Exploratory factor analysis. Oxford: Oxford University Press.
Garbin, T., Dainese, C. A., Chan, C., Lei, P. I. S., Lam, C. T., Gomes, A. and Mendes, A. J. (2024). Evolution of motivational factors during an introductory programming course. In: IEEE Frontiers in Education Conference (FIE 2024), p. 1–9. DOI: 10.1109/FIE61694.2024.10893596.
Gomes, A., Fonseca, N. G., Lei, P. I. S., Lam, C. T., Chan, C., Nhadumbuque, G., Marcelino, M. J., Soares, L. and Mendes, A. J. (2025). Learning Styles in Computer Science: A Cross-National Study of First-Year Students. In: Proceedings of the 2025 IEEE Frontiers in Education Conference (FIE), Nashville, TN, USA, p. 1–9. DOI: 10.1109/FIE63693.2025.11328731.
Gomes, A., Ke, W., Lam, C.-T., Marcelino, M. J. and Mendes, A. (2018). Student motivation towards learning to program. In: IEEE Frontiers in Education Conference (FIE), San Jose, CA, USA, p. 1–8. DOI: 10.1109/FIE.2018.8659134.
Gomes, A., Lam, C.-T., Chan, C., Lei, P. I. S., Marcelino, M. J. and Mendes, A. J. (2017). Student's characteristics and programming learning — a Macanese perspective. In: IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), p. 346–353. DOI: 10.1109/TALE.2017.8252355.
Jamovi Project (2025). jamovi (version 2.3.28) [software]. Sydney: The jamovi project. Available at: [link]. Accessed: 4 Feb. 2026.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and selfregulated learning in college students. Educational Psychology Review, 16, p. 385–407.
Pintrich, P. R., Smith, D. A., Garcia, T. and McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: [link]
National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan.
Pintrich, P. R., Smith, D. A., Garcia, T. and McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), p. 801–813. DOI: 10.1177/0013164493053003024.
Rayner, S. and Riding, R. (1997). Towards a categorisation of cognitive styles and learning styles. Educational Psychology, 17(1–2), p. 5–27. DOI: 10.1080/0144341970170101.
Ryan, R. M. and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), p. 68–78. DOI: 10.5555/3637068.3637076.
Silva, L., Gomes, A. and Mendes, A. (2024). Investigating students' usage of selfregulation of learning scaffoldings in a computer-based programming learning environment. In: Proceedings of the 55th ACM Technical Symposium on Computer Science Education (SIGCSE '24), p. 1244–1250. DOI: 10.1145/3626252.3630885.
Silva, L., Gomes, A., Borges, A. R., Vasconcelos, V. and Mendes, A. J. (2023). A study on the motivation of computer science students to learn programming. In: International Symposium on Computers in Education (SIIE). DOI: 10.1109/SIIE59826.2023.10423706.
Silva, L., Mendes, A. J., Gomes, A., Lam, C. T., Chan, C. and Fortes, G. (2022). Reliability and predictive validity of the self-regulation programming strategies questionnaire. In: International Symposium on Computers in Education (SIIE), p. 1–6. DOI: 10.1109/SIIE56031.2022.9982352.
Silva, L., Mendes, A., Gomes, A. and Fortes, G. (2024). What learning strategies are used by programming students? A qualitative study grounded on the self-regulation of learning theory. ACM Transactions on Computing Education, 24(1), p. 1–26. DOI: 10.1145/3635720.
Silva, L., Mendes, A., Gomes, A., Fortes, G., Lam, C. T. and Chan, C. (2021). Exploring the association between self regulation of learning and programming learning: A multinational investigation. In: IEEE Frontiers in Education Conference (FIE), p. 1–8. DOI: 10.1109/FIE49875.2021.9637438.
Zavaleta Bernuy, A. and Harrington, B. (2020). What are we asking our students? A literature map of student surveys in computer science education. In: ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '20), p. 418–424. DOI: 10.1145/3341525.3387383.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), p. 64–70. DOI: 10.1207/s15430421tip4102_2.
Fabrigar, L. R. and Wegener, D. T. (2012). Exploratory factor analysis. Oxford: Oxford University Press.
Garbin, T., Dainese, C. A., Chan, C., Lei, P. I. S., Lam, C. T., Gomes, A. and Mendes, A. J. (2024). Evolution of motivational factors during an introductory programming course. In: IEEE Frontiers in Education Conference (FIE 2024), p. 1–9. DOI: 10.1109/FIE61694.2024.10893596.
Gomes, A., Fonseca, N. G., Lei, P. I. S., Lam, C. T., Chan, C., Nhadumbuque, G., Marcelino, M. J., Soares, L. and Mendes, A. J. (2025). Learning Styles in Computer Science: A Cross-National Study of First-Year Students. In: Proceedings of the 2025 IEEE Frontiers in Education Conference (FIE), Nashville, TN, USA, p. 1–9. DOI: 10.1109/FIE63693.2025.11328731.
Gomes, A., Ke, W., Lam, C.-T., Marcelino, M. J. and Mendes, A. (2018). Student motivation towards learning to program. In: IEEE Frontiers in Education Conference (FIE), San Jose, CA, USA, p. 1–8. DOI: 10.1109/FIE.2018.8659134.
Gomes, A., Lam, C.-T., Chan, C., Lei, P. I. S., Marcelino, M. J. and Mendes, A. J. (2017). Student's characteristics and programming learning — a Macanese perspective. In: IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), p. 346–353. DOI: 10.1109/TALE.2017.8252355.
Jamovi Project (2025). jamovi (version 2.3.28) [software]. Sydney: The jamovi project. Available at: [link]. Accessed: 4 Feb. 2026.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and selfregulated learning in college students. Educational Psychology Review, 16, p. 385–407.
Pintrich, P. R., Smith, D. A., Garcia, T. and McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: [link]
National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan.
Pintrich, P. R., Smith, D. A., Garcia, T. and McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), p. 801–813. DOI: 10.1177/0013164493053003024.
Rayner, S. and Riding, R. (1997). Towards a categorisation of cognitive styles and learning styles. Educational Psychology, 17(1–2), p. 5–27. DOI: 10.1080/0144341970170101.
Ryan, R. M. and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), p. 68–78. DOI: 10.5555/3637068.3637076.
Silva, L., Gomes, A. and Mendes, A. (2024). Investigating students' usage of selfregulation of learning scaffoldings in a computer-based programming learning environment. In: Proceedings of the 55th ACM Technical Symposium on Computer Science Education (SIGCSE '24), p. 1244–1250. DOI: 10.1145/3626252.3630885.
Silva, L., Gomes, A., Borges, A. R., Vasconcelos, V. and Mendes, A. J. (2023). A study on the motivation of computer science students to learn programming. In: International Symposium on Computers in Education (SIIE). DOI: 10.1109/SIIE59826.2023.10423706.
Silva, L., Mendes, A. J., Gomes, A., Lam, C. T., Chan, C. and Fortes, G. (2022). Reliability and predictive validity of the self-regulation programming strategies questionnaire. In: International Symposium on Computers in Education (SIIE), p. 1–6. DOI: 10.1109/SIIE56031.2022.9982352.
Silva, L., Mendes, A., Gomes, A. and Fortes, G. (2024). What learning strategies are used by programming students? A qualitative study grounded on the self-regulation of learning theory. ACM Transactions on Computing Education, 24(1), p. 1–26. DOI: 10.1145/3635720.
Silva, L., Mendes, A., Gomes, A., Fortes, G., Lam, C. T. and Chan, C. (2021). Exploring the association between self regulation of learning and programming learning: A multinational investigation. In: IEEE Frontiers in Education Conference (FIE), p. 1–8. DOI: 10.1109/FIE49875.2021.9637438.
Zavaleta Bernuy, A. and Harrington, B. (2020). What are we asking our students? A literature map of student surveys in computer science education. In: ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE '20), p. 418–424. DOI: 10.1145/3341525.3387383.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), p. 64–70. DOI: 10.1207/s15430421tip4102_2.
Publicado
04/05/2026
Como Citar
GARBIN, Tania Rossi; DAINESE, Carlos Alberto.
Como Investigar a Motivação e a Aprendizagem Autorregulada em Computação: Teoria, Aplicação e Análise de Dados com o MSLQ. In: PROPOSTAS DE MINICURSOS - SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 6. , 2026, Campo Grande/MS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 129-133.
ISSN 3086-0741.
DOI: https://doi.org/10.5753/educomp_estendido.2026.20060.
