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The study of motivation and demotivation in the educational field has contributed greatly in the process of teaching and learning, identifying the points that require attention and study by the family, schools, teachers and students. An approach that studies this continuum is the Theory of Self-Determination, which together with the Academic Motivation Scale understands that men are moved by the satisfaction of basic needs. The importance of this issue has generated interest in developing this work that aims to identify and analyze the factors that motivate and demotivate students during graduation and measure the degree of motivation and demotivation. The survey was conducted through a questionnaire administered to 165 (50%) of the students enrolled in the Bachelor's Degree in Chemistry in the first half of 2017. From the analysis of students' responses, they feel motivated especially by free education and achievement of a diploma. The most cited demotivation factors are: precariousness of the transportation means to the university, influences of self-charging and family pressure. With the results we can say that despite the negatives, students consider themselves motivated to seek development and improvements to their professional and personal.

FACTORS GENERATORS OF MOTIVATION AND DEMOTIVATION IN THE UNDERGRADUATES OF CHEMISTRY OF A PUBLIC UNIVERSITY IN THE BRAZILIAN NORTHEAST