<p>Studiens syfte var att beskriva hur ett positivt motivationsklimat kan utvecklas i en golfförening baserat på medlemmarnas uppfattning av existerande förening. Femton stycken golfare (9 manliga och 6 kvinnliga) i åldrarna 15-76 år från tre olika klubbar i Sverige deltog i studien. I studien användes ett kvalitativt angreppssätt och en egen komponerad intervjuguide utformades utifrån bl.a. Vazou, Ntoumanis och Duda (2005) forskning kring motivationsklimat. För att analysera rådata användes metoden kvalitativ innehållsanalys. Resultatet visade att de relationer, som framkommit genom tidigare forskning, mellan motivationsklimat och de tre stora områdena; tränare, föräldrar och kamrater också fanns inom golfidrotten. Det som framkom och var nytt i denna studie var att det fanns en annan viktig faktor som påverkade motivationsklimatet inom golf, nämligen anläggningens kvalité.</p>

Studiens syfte var att beskriva hur ett positivt motivationsklimat kan utvecklas i en golfförening baserat på medlemmarnas uppfattning av existerande förening. Femton stycken golfare (9 manliga och 6 kvinnliga) i åldrarna 15-76 år från tre olika klubbar i Sverige deltog i studien. I studien användes ett kvalitativt angreppssätt och en egen komponerad intervjuguide utformades utifrån bl.a. Vazou, Ntoumanis och Duda (2005) forskning kring motivationsklimat. För att analysera rådata användes metoden kvalitativ innehållsanalys. Resultatet visade att de relationer, som framkommit genom tidigare forskning, mellan motivationsklimat och de tre stora områdena; tränare, föräldrar och kamrater också fanns inom golfidrotten. Det som framkom och var nytt i denna studie var att det fanns en annan viktig faktor som påverkade motivationsklimatet inom golf, nämligen anläggningens kvalité.

The current study investigated the relation between academic rumination and achievement goal orientation using hierarchical regression. One hundred and ninety-six first year undergraduate students completed measures of depressive symptoms (BDI), achievement goal orientation (PALS) and rumination (MDRS). Analysis revealed that participants adopting performance-avoid goals were more likely to engage in brooding and reflective ruminative responses to stressful academic situations, while those reporting adopting mastery goal orientations were more likely to report lower brooding scores in stressful academic situations. Further analysis revealed that the relation between academic rumination and achievement goal orientation extended beyond a shared relationship with depressive symptoms. These findings are a first step in demonstrating a relationship between academic rumination and achievement goal orientations which may help to improve motivational intervention programs that assist students in adopting mastery goals as well as coping with stressful academic situations. / Graduate

En speciallärare bör ha goda insikter i motivationens betydelse för att kunna hjälpa elever i matematiksvårigheter. Laborativ matematik föreslås som ett sätt att motivera elever. I min aktion undersöks om SUM-elevernas (elever med speciella undervisningsbehov i matematik) motivation i matematik påverkas av ett laborativt undervisningssätt. Enkäter och intervjuer används i min studie för att bedöma vilka effekter laborativ matematik har för eleverna. De mäts i termerna av elevernas effekter av attribueringar och grad av inre motivation med utgångspunkt i Medbestämmandeteorin, Attributionsteorin och Målorienteringsteorin. En effekt av aktionsstudien är, att de börjar inse att de har talang. Det handlar om hur mycket de anstränger sig i matematik och inte bristen på förmåga. En annan effekt är att eleverna anser att matematiken är roligare, eftersom de får arbeta praktiskt och i mindre grupp. Man kan uppenbarligen påverka elever med en aktionsstudie, men det är inte säkert att den blir bestående. Det är viktigt att elever lyckas och inte misslyckas om och om igen, för då tappar de sin motivation.

Abstract:  Elite soccer in combination with education is a unique and demanding task. The path towards a glory career in sports takes hard mental and physical training. The objectives in this study are 6 elite focused high school students studying high school education programs in combination with football profile. They are 3 of each gender. The purpose of the study was to find out more about their perspective of motivation and what makes them keep going towards a career in football in beside their education. The study is of empiric hermeneutic survey used qualitative method and interviewing to collect data. The results have shown several patterns and similarities, also differences. They all see motivation as a mental force. They appreciate the social factors from parents through support and commitment in their football. Several of them found their interests in football through their parent’s interest in football. They are motivated by development and promotion in divisions. They are all experiencing a need of having fun towards their elite focused career.

Achievement goal theorists have long argued that individuals’ goal orientations are situated and contextual and can thus be manipulated and shaped by their social learning context (Ames, 1992; Brophy, 2004; Linnenbrink & Pintrich, 2002; Pintrich, Conley, & Kempler, 2003). However, despite the proliferation of group-based learning in classrooms today and the assumption that cooperative learning promotes student mastery goal orientation for developing competence, “there has been a neglect of the research on motivational processes in group learning contexts within the field of achievement motivation” (Pintrich et al., 2003, p. 329). This dissertation used a mixed methods approach to investigate cooperative groups as subcontexts (Pintrich et al., 2003) within an undergraduate course that incorporates cooperative learning as an instructional tool. From this sample, I investigated whether and how student- and group-level factors were associated with the type of goal orientations that students adopt within and outside their group context by measuring students’ social academic goal orientations (Kim, Kim, & Svinicki, in press) for their cooperative group work and their achievement goal orientations for their general coursework. A total of 96 students agreed to allow their responses to all online course surveys to be used for research purposes. In addition, 2 of 8 groups in which all group members provided consent were selected to participate in individual interviews. In this embedded mixed methods design (Creswell & Clark, 2007), the quantitative data were the primary focus of analysis and the qualitative data were used to enrich and explain the quantitative findings. Multilevel modeling results indicated that both student- and group-level factors significantly and positively predicted students’ social academic goal orientations in their cooperative group work and students’ subsequent achievement goal orientations in their general course. Furthermore, the qualitative findings indicated that students tend to focus on extrinsic and mastery-oriented goals in addition to individual roles within their cooperative groups. The findings from this dissertation lend promising implications for future researchers and practitioners interested in understanding when and how cooperative group work enhances or hinders students’ achievement motivation. / text

Participating in organized sport has, according to previous research, been proven to have several benefits concerning health and well-being. Psychosocial factors such as task/ego- orientation, support from coaches and significant others has been shown to affect well-being in sport-environments. Present study was set out to investigate whether unique subgroups within soccer players (N = 732) could be found based on psychosocial factors, and if any difference between these subgroups could be found regarding well-being using a cross sectional design in four different districts around Sweden. LCA-analyses was carried out to identify the subgroups within the sample. The analyses identified four subgroups (“classes”) and the main findings showed that players who felt support from coaches and significant others and were in environments which were more task and mastery-oriented had higher general well-being. Present study confirmed previous research findings that support and environmental factors (e.g., task/ego-orientation, mastery/ego-goals) affect players well- being.

No description available.

No description available.

To further investigate athletes’ goal orientations in relation to their use of psychological skills, the present study examined the following objectives: 1) the goal orientations of young Swedish soccer players, (2) their use of psychological skills in both practice and competition and (3) the relationship between their goal orientations and use of psychological skills. Participants were 171 young soccer players from five Swedish high schools. The Perceptions of Success Questionnaire and the Test of Performance Strategies were administered to meet the objectives. Results showed no significant difference between athletes’ task (3.40 ± 1.32; M ± SD) and ego (3.32 ± 1.18) goal orientations. Results further revealed that athletes used more psychological skills in association with competition (3.21 ± .67) than in practice (2.74 ± .63). Moreover, results showed that athletes low in ego orientation used more psychological skills (3.83 ± .67) in practice than athletes high in ego (2.68 ± .60). A recommendation for coaches is to emphasize the importance of using PST in relation to practice in order to maximize athletes’ performances. Results have been discussed in relation to previous research of achievement motivation and athletes’ use of psychological skills.