DOES YOUR WAY OF TEACHING MOTIVE ME AND I REALIZE THAT I LEARN? AN ANALYSIS OF PEDAGOGICAL PRACTICES AND THEIR CONSEQUENCES FOR ACADEMIC MOTIVATION/A SUA FORMA DE ENSINAR ME MOTIVA E EU PERCEBO QUE APRENDO? UMA ANALISE DAS PRATICAS PEDAGOGICAS E AS SUAS CONSEQUENCIAS PARA A MOTIVACAO ACADEMICA/ TU MANERA DE ENSENAR ME MOTIVA Y ME DINO QUE APRENDO? ANALISIS DE LAS PRACTICAS PEDAGOGICAS Y SUS CONSECUENCIAS PARA LA MOTIVACION ACADEMICA

The study was to analyze the association between pedagogical practices in teaching accounting, presented as active or passive, academic motivation and perceived level of learning. The theoretical discussion supports that active practices were associated to a greater motivation and a perceived level of higher learning. The research involved 490 students of Accounting Sciences from four higher education institutions in Bahia. The study data were collected through a questionnaire, containing three scales: pedagogical practices; academic motivation and perceived level of learning. In all, the scales contained 61 items of the Likert scale type, separated into two scenarios, presented with different questionnaires (active pedagogical practices and passive pedagogical practices), and were analyzed based on the Theory of Self-determination. The results showed that pedagogical practices would be associated with a higher academic motivation of students and a higher perceived level of learning.