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Questionando as virtudes da inteligência emocional e da metacognição na seleção e formação dos Pilotos Aviadores: impacto das duas variáveis no desempenho em voo
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Abstract(s)
Esta investigação tem como objetivo, estudar o impacto da Inteligência Emocional (IE) e da metacognição no desempenho em voo dos Pilotos Aviadores (PILAV’s), nas fases de seleção e formação. Simultaneamente, analisou-se a evolução dos níveis de IE e metacognição na Academia da Força Aérea (AFA), e o comportamento destas variáveis no contexto de entrada dos novos membros para a organização.
A amostra do presente estudo corresponde à totalidade de candidatos que frequentaram o Estágio de Seleção de Voo (ESV) de 2018 e à totalidade de alunos PILAV da AFA no ano letivo 2018/2019, perfazendo um total de 101 participantes. Foi utilizada uma metodologia quantitativa de recolha de dados, utilizando um inquérito por questionário para obtenção destes. O instrumento utilizado para medir a IE foi o Emotional Quotient Inventory (EQ-i) de Bar-On (1997, 2000), e para medir a metacognição foi utilizado o Metacognitive Awareness Inventory (MAI), criado por Schraw e Dennison (1994) e adaptado ao contexto organizacional da população portuguesa por Bártolo-Ribeiro e Gomes (2017). Foi utilizado o programa estatístico Statistical Package for the Social Sciences (SPSS) versão 22.0 para o tratamento dos dados.
No contexto de seleção, a IE e a metacognição revelaram resultados significativos na predição do desempenho em voo dos candidatos na missão C1-03. No contexto de formação da AFA, em particular no Centro de Atividades Aéreas (CAA), a metacognição revelou um efeito positivo no desempenho em voo dos alunos, indicando que os participantes com maior consciência metacognitiva obtêm melhores classificações de voo. No contexto de formação dos alunos tirocinantes, na Esquadra 101, não foi possível obter resultados conclusivos, muito provavelmente, devido à reduzida dimensão da amostra.
Da análise da evolução dos níveis de IE e metacognição na AFA, concluiu-se que estes não aumentam progressivamente de ano para ano. No estudo longitudinal efetuado com os novos membros da organização, concluiu-se que os níveis de IE são afetados pela tática de desinvestidura, diminuindo. Os níveis de metacognição também diminuíram, mas as diferenças verificadas não foram estatisticamente significativas. Na análise da relação entre as variáveis preditoras, a IE e a metacognição revelaram estar fortemente correlacionadas, indicando que os participantes com elevados níveis de IE também apresentam níveis superiores de metacognição, e vice-versa.
As contribuições do estudo para a literatura e para a organização em que está inserido, reforçam a importância de incluir estas competências na seleção e formação dos aviadores. Por último, são apresentadas as limitações desta investigação, assim como, propostas para estudos futuros nesta área.
The purpose of this research is to study the impact of Emotional Intelligence (EI) and metacognition in the flight performance of military pilots, in the selection and training phases. Simultaneously, the evolution of EI and metacognition levels in the Portuguese Air Force Academy (PoAFA) and the behaviour of these variables in the entry phase of the new members to the organization, were also analysed. The sample of the study corresponds to the total number of candidates who attended the Flight Selection Stage of 2018 and the total number of military pilot students of the PoAFA in the academic year of 2018/2019, making a total of 101 participants. A quantitative methodology was used for data gathering. The instrument used to measure EI was the Bar-On’s Emotional Quotient Inventory (EQ-i) (1997, 2000), and the Metacognitive Awareness Inventory (MAI) created by Schraw and Dennison (1994) and adapted to the organizational context of the portuguese population by Bártolo-Ribeiro and Gomes (2017), to measure participants’ metacognition. The quantitative analysis software programme Statistical Package for the Social Sciences (SPSS) version 22.0 was used to process the statistical data. From the analysis of the evolution of EI and metacognition levels in the PoAFA, it was concluded that these do not increase progressively from year to year. In the selection context, EI and metacognition were able to predict flight performance of candidates in the C1-03 mission. In the context of the PoAFA flight training, at the Air Activities Center, it was found that metacognition positively influences students’ in-flight performance, indicating that participants with higher metacognitive awareness get better flight classifications. In the context of flight training at the Squadron 101, no conclusive results were obtained, most probably due to the small sample size. In the longitudinal analysis applied to the new members of the organization, it was concluded that EI levels are affected by the disinvestment tactic, presenting a decrease. The metacognition levels also decreased but the differences verified were not statistically significant. The findings from the relationship between the predictor variables suggested that EI and metacognition are strongly correlated, indicating that participants with high levels of EI also reveal higher levels of metacognition, and vice versa. The study's contributions to the literature and the organization in which it is inserted, reinforce the importance of including these competencies in the flight selection and training of aviators. At the end of this dissertation the limitations of this study as well as recommendations for future research are also discussed.
The purpose of this research is to study the impact of Emotional Intelligence (EI) and metacognition in the flight performance of military pilots, in the selection and training phases. Simultaneously, the evolution of EI and metacognition levels in the Portuguese Air Force Academy (PoAFA) and the behaviour of these variables in the entry phase of the new members to the organization, were also analysed. The sample of the study corresponds to the total number of candidates who attended the Flight Selection Stage of 2018 and the total number of military pilot students of the PoAFA in the academic year of 2018/2019, making a total of 101 participants. A quantitative methodology was used for data gathering. The instrument used to measure EI was the Bar-On’s Emotional Quotient Inventory (EQ-i) (1997, 2000), and the Metacognitive Awareness Inventory (MAI) created by Schraw and Dennison (1994) and adapted to the organizational context of the portuguese population by Bártolo-Ribeiro and Gomes (2017), to measure participants’ metacognition. The quantitative analysis software programme Statistical Package for the Social Sciences (SPSS) version 22.0 was used to process the statistical data. From the analysis of the evolution of EI and metacognition levels in the PoAFA, it was concluded that these do not increase progressively from year to year. In the selection context, EI and metacognition were able to predict flight performance of candidates in the C1-03 mission. In the context of the PoAFA flight training, at the Air Activities Center, it was found that metacognition positively influences students’ in-flight performance, indicating that participants with higher metacognitive awareness get better flight classifications. In the context of flight training at the Squadron 101, no conclusive results were obtained, most probably due to the small sample size. In the longitudinal analysis applied to the new members of the organization, it was concluded that EI levels are affected by the disinvestment tactic, presenting a decrease. The metacognition levels also decreased but the differences verified were not statistically significant. The findings from the relationship between the predictor variables suggested that EI and metacognition are strongly correlated, indicating that participants with high levels of EI also reveal higher levels of metacognition, and vice versa. The study's contributions to the literature and the organization in which it is inserted, reinforce the importance of including these competencies in the flight selection and training of aviators. At the end of this dissertation the limitations of this study as well as recommendations for future research are also discussed.
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Inteligência emocional Metacognição Desempenho em voo Piloto Aviador Academia da Força Aérea Emotional intelligence Metacognition Flight performance Military Pilot Portuguese Air Force Academy
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Academia da Força Aérea