Föreliggande studie syftade till att undersöka sambandet/effekten mellan målsättning, behovstillfredsställelse, behovsfrustration, motivation och träningsfrekvens bland gymaktiva vuxna. Utifrån två arbetsmodeller utformades två hypoteser som testades via medieringsanalyser. En kvantitativ forskningsansats genomfördes där respondenterna fick besvara ett enkätformulär med frågor från mätinstrumenten: Godin Leisure- Time Exercise Questionnaire, Task and Ego Goal Orientation in Sport Questionnaire, The Balanced Measure of Psychological Needs, samt Behavorial Regulations in Exercise Questionnaire. Utifrån ett bekvämlighetsurval rekryterades 128 respondenter (70 kvinnor och 58 män) i åldern 19-36 (M = 22.3, SD = 2.5) som deltog i studien. Medelvärdet på antal träningspass/vecka (lätt, måttlig och hård träning) uppkom till cirka nio stycken bland deltagare. Studiens huvudsakliga fynd var att prestationsmål korrelerade positivt med identifierad reglering, inre motivation, tillfredställelse av de tre grundbehoven samt självbestämmande motivation. Det fanns även ett positivt samband mellan inre motivation och träningsfrekvens. Vidare visade resultatet ett positivt samband mellan resultatmål, amotivation och behovsfrustration. De två hypoteserna förkastades då resultatet inte genererade några direkta medierande effekter. För framtida forskning föreslås bland annat studier som syftar till att undersöka hur effekten på träningsfrekvens kan påverkas beroende på målorientering, samt föreslås ytterligare studier som undersöker behovsfrustration i samband med gymkontexter. / The present study aimed to investigate the relationship/effect between goal orientation, needs satisfaction, needs frustration, motivation and training frequency among gym active adults. Based on two working models two hypotheses were designed and tested through mediation analyzes. A quantitative research approach was conducted in which respondents were asked to answer a questionnaire with questions from the following measuring instruments: Godin Leisure- Time Exercise Questionnaire, Task and Ego Goal Orientation in Sport Questionnaire, The Balanced Measure of Psychological Needs and Behavioral Regulations in Exercise Questionnaire". From a convenience sample, 128 respondents (70 women and 58 men) in the age 19-36 (M = 22.3, SD = 2.5) were recruited who participated in the study. The average number of training sessions/week was about nine for the participants. The study's main finding suggest that task goals positively correlated with identified regulation, intrinsic motivation, satisfaction of the three basic needs and self-determination motivation. There was also a positive correlation between exercise frequency and intrinsic motivation and exercise frequency. The results also showed a positive correlation between ego goals, amotivation and thwarting. The two hypotheses were rejected because the result did not generate any direct media effects. For future research, it is suggested to design studies that aim to investigate how the effect of exercise frequency may be affected depending on the goal orientation, and further suggested studies that investigate thwarting in relation to gym contexts.

This study examined the effects of visual statistics software on undergraduate students’ achievement in elementary statistics and the role of cognitive and non-cognitive factors in their achievement. An experimental design was implemented using ViSta – a visual statistics program. A sample of 273 undergraduate students at a leading, urban, southeastern research university enrolled in six sections of Elementary Statistics were selected and randomly assigned to experimental and comparison groups. The participants completed four surveys, with pre and post-test measures, which assessed their attitudes, statistics self-efficacy, perceptions of their learning environment, and statistical reasoning abilities. To further guide this study, the modified trichotomous framework (Beyth-Marom, Fidler, & Cumming, 2008; Elliot & McGregor, 2001) of goals, cognition, and achievement was used as the theoretical foundation to categorize the cognitive and non-cognitive predictors in relation to student achievement. Two quantitative data analysis methods were utilized. Mann-Whitney tests were employed to determine if there were any statistically significant differences in overall achievement and cognitive and non-cognitive sub-scales between the experimental and comparison groups. Correlation analysis was used to determine if there were any statistically significant associations between the overall grade in the course and the cognitive and non-cognitive sub-scales. For the qualitative data, error analysis was used to determine any underlying processes or misconceptions evident in students’ problem-solving application. Additionally, reliability analysis determined the internal consistency of the data and fidelity of implementation analysis ensured that the intervention was being applied appropriately. In this study, no statistically significant differences in achievement were noted. However, a significant difference was noted in students’ statistics self-efficacy between the comparison and experimental groups. Finally, using the Pearson product moment correlation (r), a statistically significant correlation was found between the overall grade and attitudes towards the course, attitudes towards statistics in the field, interpreting and applying statistical procedures, identifying scales of measurement, and the negotiation scale of students’ learning environment. In order to improve undergraduate statistics instruction, it was recommended that classes should involve more face-to-face engagement with the instructor, focus more on student-centered practices through the use of interactive technology, and incorporate activities from a variety of disciplines.

En kvantitativ undersökning med 248 enkätsvar har genomförts. Syfte var att jämföra och analysera motivationen hos elever med olika betyg i matematik och elever som läser eller inte läser matematikinriktning samt beskriva hur skolan kan hjälpa elever till ökad motivation i matematik. Ett särskilt fokus riktades på SUM-elever. Motivationsteorierna Achievement goal theory, Self-determination theory och Attribution theory studerades för att se vilka karakteristiska drag som leder till ökad motivation. Resultatet pekade på samband mellan elevers betyg och motivation i matematik. Elever med högre betyg hade högre motivation än elever med lägre betyg. Det framkom vad elever tycker är viktigt för att de ska lära sig matematik, vilket till stor del sammanfaller med vad motivationsteorierna beskriver att skolan ska arbeta med för att öka motivationen. Sammanfattningsvis pekade resultatet på att skolan bör ange tydliga mål, ge valmöjligheter samt utmanande men anpassade uppgifter för att hjälpa elever till ökad motivation. Dessutom bör skolan hjälpa elever att notera sina framsteg, att inse att misstag bidrar till lärande samt att ansträngning leder till känsla av kompetens.

This study examined relationships between college students’ writing achievement goal orientations, writing self-regulation, and writing grades. The study was conducted in a postsecondary setting at a large public university in the mid-Atlantic region of the United States. Using multivariate quantitative techniques (confirmatory factor analysis and structural equation modeling), survey and writing sample data were gathered to address the following research questions: Do college students’ writing achievement goals relate to their writing grades; do college students’ writing achievement goals relate to their writing self-regulation; and, does writing self-regulation partially mediate the relationship between writing achievement goals and writing grades in college writing classrooms? A convenience sample of 107 participants completed both the survey and writing prompt portions of the study. Findings showed that all three writing achievement goal orientations tested (mastery, performance-approach, and performance-avoidance) were related to college students’ writing self-regulation. However, only writing performance-approach orientation was related to college students’ writing grades. Additionally, writing self-regualtion did not partially mediate the relationship between all three writing achievement goal orientations and writing grades as expected. Writing self-regulation did fully mediate the relationships between writing mastery and performance-avoidance goal orientations and writing grades, but failed to mediate the relationship between writing performance-approach goal orientation and writing grades. These findings contradict some of the prior literature on achievement goal orientations and self-regulation. However, these results help bridge a gap in the achievement goal orientation and self-regulation research, as prior studies have predominantly focused on PK-12 settings and domains other than writing (reading, mathematics, science, etc.). The findings from this study are limited by the size and nature of the sample, and the survey items used. Future studies should attempt to gather further insight into the goals college students set for their writing, how those goals impact their self-regulation behaviors, and ultimately their writing grades.

The motivation behind the revival and development of roller derby may provide valuable insight to the structure of established sports regarding athlete engagement, drop-out, and well-being. To investigate the relationship of the cross-theoretical concepts, self-reported satisfaction and thwarting of basic psychological needs, and peer motivational climate of 255 high-level flat track roller derby athletes was examined in a cross-sectional design. Hierarchal regression analysis showed low effects of basic needs satisfaction on performance. Basic psychological need satisfaction and thwarting predicted 63% of the experienced task-involved motivational climate variance and 25% of ego-involved motivational climate. Relatedness proved strongest in predicting both types of peer motivational climates. In conclusion, the employed study method, limitations of the study, and recommendations for future research are discussed. / Motivationen bakom återuppväckandet och utvecklingen av roller derby kan bidra med värdefull insikt i etablerade idrotters struktur gällande idrottares engagemang, avhopp, och välmående. Studiens syfte var att undersöka relationen mellan tvär-teoretiska koncept. Med en tvärsnittsdesign undersöks självrapporterad upplevelse av tillfredsställda och nedtryckta psykologiska behov, samt motivationsklimat hos 255 högpresterande flat track roller derby idrottare. Hierarkisk regressionsanalys påvisade svag effekt av behovstillfredsställelse på prestation. Grundläggande psykologisk behovstillfredsställelse och nedtryck förklarade 63% av variansen i det uppgiftsorienterade motivationsklimatet, och 25% av det ego-orienterade motivationsklimatet. Samhörighet visade på störst förutsägbarhet på båda typerna av motivationsklimat. Avslutningsvis diskuteras studiens metod och begränsningar, samt förslag på framtida studier.

Thesis advisor: George M. Barnett / There is currently a shortage of students graduating with STEM (science, technology, engineering, or mathematics) degrees, particularly women and students of color. Approximately half of students who begin a STEM major eventually switch out. Many switchers cite the competitiveness, grading curves, and weed-out culture of introductory STEM classes as reasons for the switch. Variables known to influence resilience include a student's implicit theory of intelligence and achievement goal orientation. Incremental theory (belief that intelligence is malleable) and mastery goals (pursuit of increased competence) are more adaptive in challenging classroom contexts. This dissertation investigates the role that college science grading policies and messages about the importance of effort play in shaping both implicit theories and achievement goal orientation. College students (N = 425) were randomly assigned to read one of three grading scenarios: (1) a "mastery" scenario, which used criterion-referenced grading, permitted tests to be retaken, and included a strong effort message; (2) a "norm" scenario, which used norm-referenced grading (grading on the curve); or (3) an "effort" scenario, which combined a strong effort message with the norm-referenced policies. The dependent variables included implicit theories of intelligence, perceived classroom goal structure, and self-efficacy. A different sample of students (N = 15) were randomly assigned a scenario to read, asked to verbalize their thoughts, and responded to questions in a semi-structured interview. Results showed that students reading the mastery scenario were more likely to endorse an incremental theory of intelligence, perceived greater mastery goal structure, and had higher self-efficacy. The effort message had no effect on self-efficacy, implicit theory, and most of the goal structure measures. The interviews revealed that it was the retake policy in the mastery scenario and the competitive atmosphere in the norm-referenced scenarios that were likely driving the results. Competitive grading policies appear to be incompatible with mastery goals, cooperative learning, and a belief in the efficacy of effort. Implications for college STEM instruction are discussed. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Denna studies syfte var att undersöka vilka uppgifter i matematikämnet som elever själva valde när de gavs möjlighet. Bakgrunden till studien har sitt ursprung i en systematisk litteraturstudie med syftet att se om undervisningens utformning kan påverka elevernas motivation och attityd inför matematikämnet. Studien och resultatet bygger på semistrukturerade intervjuer med 30 elever från två olika skolor. I intervjun fick eleverna börja med att själva berätta vad de tycker om att arbeta med inom matematik. Därefter utvärderades åtta olika matematikuppgifter och eleverna fick svara på vilka de föredrog att arbeta med. Denna studie visar att eleverna själva föredrog matematikuppgifter kopplade till den inre motivationen då de känner en tilltro till sin egen förmåga när de själva gav möjlighet att välja uppgifter. De uppgifter som eleverna föredrog är de uppgifter som ligger på en elevnära, spännande och lustfylld nivå som är rätt för varje enskild individ.

Detta arbete är en systematisk litteraturstudie med syftet att ta reda på om och i så fall hur undervisningen kan påverka elevers motivation och attityd till ämnet matematik och hur undervisningen kan utformas för att eleverna ska utveckla motivation och positiv attityd till matematik. Studiens resultat baseras på 15 stycken kvalitetsgranskade artiklar som tagits fram via systematiska databassökningar. Dessa artiklar har sedan mynnat ut i olika kategorier som resultatet presenteras i med hjälp av innehållsanalys. Resultatet visar bland annat att motivation och attityd går att påverka med hjälp av lärarens förväntningar på eleven. Resultatet visar även att elevernas motivation hänger samman med vad de har för prestationsmål, achievement goal och att lärandemål är att föredra framför resultatmål.

Musical ensembles’ attendance at competitive music performance events (CMPEs) is a mainstream characteristic of the music education paradigm in many states. One problem with this current system is that we do not know the extent to which the results of these events impact the musical self-beliefs of the individual participants and those of their ensemble as a group. A total of ninety-one students and three directors from three different high school band programs in Arkansas participated in this research. The purpose of this study was to (a) examine students’ perceptions of their musical self-beliefs as related to their ensemble’s ratings at competitive music performance events (CMPEs), (b) gain clarity into how the educational ideology of the director might affect the self-efficacy beliefs of his or her students, and (c) open a dialogue into potential discovery of the sources of group efficacy beliefs in a band setting as related to individual self-efficacy beliefs. More specifically, I sought to discover students’ and directors’ perceptions of the results of CMPEs through their own words and experiences in order to offer suggestions for music educators to benefit them and their students when they participate in CMPEs. I used a holistic, multiple case study design as detailed by Yin (2014). Analysis of participant statements about their experiences at and ensemble results from CMPEs yielded a greater understanding into how these particular participants from Arkansas view CMPE results in terms of their overall musical self-beliefs. Furthermore, through the analysis of data, I was able to posit the Framework for Understanding the Formation of Group Efficacy Beliefs of High School Band Students which included three criteria: (a) Unity, (b) Cognizance of Function, and (c) Introspection. In addition to the proposed framework, findings suggest that band directors may be able to foster positive efficacy beliefs in their students and their ensembles by (a) framing the CMPE as a part of the learning process, not a means to an end; (b) encouraging students to set and pursue their own personal musical goals; (c) develop a culture within their ensemble of shared values, beliefs, and goals, awareness of each individual’s role in the performance; and (d) foster the ability for individual students to reflect and improve their own performances for the benefit of the group.

The study of achievement goals has begun to examine the underlying mechanisms that link goal orientations in order to develop a more accurate model that explains achievement outcomes. Currently, performance-approach goal orientations are inconsistently linked to affective, cognitive, and behavioral outcomes. Little research has considered the underlying mechanisms that sustain performance-approach goal orientations, particularly for early adolescents. This study explores the ways in which adolescents modify or regulate the emotional experiences that can interfere with or enhance the attainment of performance-approach goals and achievement. As such, this dissertation examined the role of emotion regulation as a critical process in the pursuit of performance-approach goal orientations that explains how individuals can modify their emotional experiences in order to achieve in a middle school sample (N=328). Students completed self-report measures of their goal orientations and other background variables. After taking a unit math exam, students reported on the emotions that they experienced during the exam. Structural equation modeling was used to examine associations among student goals, emotional experiences, strategies for regulating emotions, and math achievement. Results demonstrated evidence that emotion regulation strategies moderated the relation between performance-approach goals and achievement on a math test. The study found partial support for the PARE model, indicating that performance-approach goals are associated with achievement outcomes when students experience debilitating emotions and utilize emotion regulation strategies. / Dissertation