Motivation är viktigt för anställdas prestation och engagemang på sin arbetsplats. När studenter ska övergå från skolans värld till arbetslivet finns det tid av reflektion och nyfikenhet, intresse varför vissa anställda väljer att stanna på en arbetsplats under lång tid. Det genomfördes 10 djupintervjuer med individer mellan 35 och 53 år som varit anställda längre än fem år på sin nuvarande arbetsplats. Intervjuerna tematiserades där fyra centrala teman kunde identifieras: utvecklingsmöjligheter och varierande arbetsuppgifter, möjlighet att se resultat, chefens ledarskap samt sociala relationer. Utifrån bland annat Self-determination theory och Herzbergs motivationsteori diskuteras det även hur de fyra temana påverkar människans inre och yttre motivation, samt hur de olika formerna av motivation kan hämmas eller öka hos de anställda.Resultatet av studien kan vara användbar för arbetsgivare för att deras anställda ska fortsätt vara motiverade på arbetsplatsen, stärka rekrytering och behållning av personal samt förbättra ledarskapspraktiker för att främja motivation.

Our thesis revolves around how intrinsically motivational incentives can be created by using gameplay elements and features instead of creating motivation with extrinsically mediated rewards. We find problems with achievement systems being too focused on rewarding players extrinsically instead of adding to the increase in motivation along with the gameplay experience. Using theories from the psychology field on motivation we created a foundation from which we started to design a game that creates motivation through its features and mechanics. From the feedback we received on our user testing and interviews, all within an iterative design process, we found that users responded more positively to our suggested improvements concerning the high score list feature in particular, followed by general gameplay features like visual feedback.From the summarized data we have collected we have noticed that one of the main features people wanted in games was feedback on what and how they were doing, whether it was an action or where their competition was.

From 1959 -1964, the Prince Edward County, VA School Board closed down its public schools to circumvent the 1954 Brown v. Board of Education Supreme Court ruling declaring separate public schools for Black and White students "inherently unequal" and the 1955 Brown II ruling to desegregate public schools with "all deliberate speed." For five years, more than 1700 African American children received no public education in the county, as White children attended a newly-constructed and private Prince Edward Academy. While some students left Prince Edward to reside with relatives, others were placed with families by the American Friends Service Committee. However, the majority of Black children remained in the county without formalized public instruction. This study investigated the perceived impact of The Closing on adult self-directed learning, lifelong learning, occupational choices and success within a family with sixteen of its twenty-one children forced from school. Via audio-/video-taped interviews, three participants reflected upon their "lived experiences" during and since The Closing. Transcribed data were coded and analyzed based upon the major and underlying research questions guiding the study. Nine major conclusions were drawn from its findings: (a) The Closing perceivably impacted immediate educational goals of participants differently, (b) The Closing perceivably impacted specific and general long-range educational goals, (c) Participants have pursued educational goals via supportive spouses/family members and adult self-directed/lifelong learning measures, (d) Following the re-opening of schools, all respondents graduated high school, and two later enrolled in academic learning centers, (e) Self-directed learning has played an essential role in the lives of all participants, (f) All participants considered themselves life-long learners, (g) The Closing perceivably impacted the career plans of one participant, (h) Respondents acquired manufacturing and/or labor positions and were successfully employed throughout their adult lives, (i) Literacy assistance from family members, self-directed learning, on-the-job training and formalized coursework were perceived as having had a positive bearing on occupational success. The implications of this study suggested resiliency, family dynamics, family values, and narratological significance. Study participants, driven to live productive and successful lives, appeared to have emulated Adult Learning Theory tenets of self-directed, lifelong quests for formally-delivered and informally-acquired knowledge. Recommendations emerging from this study included investigations of School Closing survivors' motivations for adult learning, the role of faith in Closing survivors' lives, The Closing's perceived impact on the Next Generation, ancestral discourse, male birth order relationships, 1951 strikers' guilt, education vs. vocation and growth under adversity. / Ph. D.

Despite expansive scale-up of prevention of mother-to-child transmission (PMTCT) of HIV services in Kenya over the last decade, Kenya remains one of the countries contributing high numbers of children living with HIV globally and among the 22 PMTCT global plan priority countries. Using a mixed methods approach this study examined enabling factors –individual, social and structural – that enhance utilization of and adherence to PMTCT services in a plural urban setting in Kenya. The study was conducted from October-December of 2012 at St. Mary’s Mission Hospital, Lang’ata. HIV-positive birthmothers whose infants were HIV-negative at the time of the study were purposively selected to participate. All informants completed an interviewer-administered questionnaire (n = 55) and a subset (n = 15) participated in in-depth interviews. Contrary to the assertions of multiple studies that failures of PMTCT programs are a result of inadequate knowledge of mother-to-child transmission and PMTCT interventions, lack of support and acceptance by family and community, as well as poor quality of services, this study found these factors to be statistically insignificant in explaining PMTCT achievements. The study further found that HIV/AIDS related stigma and gender imbalances create many missed opportunities for HIV-positive mothers to apply acquired knowledge on mother-to-child transmission and PMTCT interventions, mobilize support from family and community, and access more affordable care. Factors found to influence women’s decisions to utilize and adhere to PMTCT services include supportive counseling, striving for motherhood, maternal attachment and concern for the child’s wellbeing, assurance of confidentiality and testimonials of other successful mothers. Based on the study findings, policy recommendations have been proposed along with suggestions for future research.

<p>This thesis consists of three papers on the economics and structure of Swedish families.</p><p>Paper [I] examines the determinants of children’s educational achievement in Sweden. Special attention is given to the labour market work by mothers and fa-thers in terms of its influence on the educational outcome of their children, measured as grade point average (GPA) in compulsory as well as upper secon-dary school. The results show that there is a positive relationship between paren-tal income and GPA. Regarding the number of hours worked in the labour mar-ket, the results differ between mothers and fathers. Having a mother that works less than full time has positive effects on the child’s grades throughout the schooling of the child, whereas significant effects of the hours of work that the father puts in are found during upper secondary school only.</p><p>Paper [II] explores the role of financial surprises and match quality in the disso-lution of relationships. The analysis is carried out both for surprises in the short term earnings and surprises in the long-run earnings capacity. It is found that positive surprises in short term earnings have a destabilizing effect for a rela-tionship. Generally, a negative surprise in long-run earnings capacity for males has a destabilizing effect. However, if it is combined with a female positive sur-prise, the effect is stabilizing. Commitments become more stable the older the spouses are at the start, and if young children are present.</p><p>Paper [III] studies the role of unemployment in the dissolution of relationships by applying a two-step estimation method to an extensive data set, which con-tains information about young Swedish males and females. Unemployment is recognized as endogenous in the separation decision, and the results show that the effect of unemployment on separation is biased when unemployment is as-sumed to be exogenous in the separation equation. The probability of separation is found to be increasing with male unemployment, while female unemployment decreases the probability of dissolution.</p>

This thesis consists of three papers on the economics and structure of Swedish families. Paper [I] examines the determinants of children’s educational achievement in Sweden. Special attention is given to the labour market work by mothers and fa-thers in terms of its influence on the educational outcome of their children, measured as grade point average (GPA) in compulsory as well as upper secon-dary school. The results show that there is a positive relationship between paren-tal income and GPA. Regarding the number of hours worked in the labour mar-ket, the results differ between mothers and fathers. Having a mother that works less than full time has positive effects on the child’s grades throughout the schooling of the child, whereas significant effects of the hours of work that the father puts in are found during upper secondary school only. Paper [II] explores the role of financial surprises and match quality in the disso-lution of relationships. The analysis is carried out both for surprises in the short term earnings and surprises in the long-run earnings capacity. It is found that positive surprises in short term earnings have a destabilizing effect for a rela-tionship. Generally, a negative surprise in long-run earnings capacity for males has a destabilizing effect. However, if it is combined with a female positive sur-prise, the effect is stabilizing. Commitments become more stable the older the spouses are at the start, and if young children are present. Paper [III] studies the role of unemployment in the dissolution of relationships by applying a two-step estimation method to an extensive data set, which con-tains information about young Swedish males and females. Unemployment is recognized as endogenous in the separation decision, and the results show that the effect of unemployment on separation is biased when unemployment is as-sumed to be exogenous in the separation equation. The probability of separation is found to be increasing with male unemployment, while female unemployment decreases the probability of dissolution.

The educational underachievement of children in foster care has been known for a long time. This study aimed to compile and analyze the current knowledge about interventions, intended to improve foster children’s school achievements. The method used was a systematically undertaken narrative review. Despite a comprehensive searching strategy, only ten relevant studies were found, indicating that little has been done to improve the educational outcomes for children in public care. The result shows that eight out of the ten interventions were effective in some way. Literacy appeared to be improved with fairly modest efforts, whilst improvements in numeracy, seemed to need more directed interventions. Among the success factors were providing books, tuition or structured individualized support and involving carers, school and foster care agencies in the process. An implication for the future is that foster children’s poor academic achievements can be improved with focused support. Also there’s a definite need for more intervention studies.

Augančiam organizmui reikalinga subalansuota mityba, apimanti įvairų maistą ir skysčius. Mityba yra pagrindinė moksleivių sveikatos sudedamoji dalis. Pastaraisiais metais reikalavimai maisto kokybei yra žymiai didesni, nes maisto stoka gali sukelti rimtas pasekmes (Wilson, 2006). Tam, kad vaikas būtų visiškai sveikas, reikalinga tinkama mitybos ir pakankamas fizinis aktyvumas, nes jis aprūpina organizmą deguonimi (Matthys et al., 2007). Tinkamas fizinis aktyvumas reguliuoja virškinimą, padeda išvengti nutukimo, teigiamai veikia nervų sistemą, padeda įveikti stresus, emocinį nuovargį bei depresiją (Rampersaud et al., 2005). Tyrimo hipotezė. Manome, kad moksleiviai, kurie kasdien valgo pusryčius, dažniau geria vandenį, palaiko fizinį aktyvumą, turėtų geriau mokytis (aukštesni akademiniai pasiekimai) ir jų elgesys turėtų būti geresnis (mažiau agresijos). Tyrimo tikslas – nustatyti priklausomybę tarp 11-14 m. moksleivių fizinio aktyvumo, mitybos ypatumų, elgesio ir akademinių pasiekimų. Tyrimo uždaviniai: 1. Nustatyti ir palyginti Kauno miesto J. Urbšio vidurinės mokyklos ir Kauno rajono Rokų vidurinės mokyklos 11-14 metų moksleivių fizinį aktyvumą ir mitybos ypatumus. 2. Išsiaiškinti ir palyginti moksleivių akademinius pasiekimus ir agresyvaus elgesio pasireiškimą. 3. Nustatyti koreliacinius ryšius tarp vertintų rodiklių. Tyrimo išvados: 1. Ketvirtadalis (25%) Kauno miesto J. Urbšio vidurinės mokyklos ir Kauno rajono Rokų vidurinės mokyklos moksleivių fiziniam aktyvumui... [toliau žr. visą tekstą] / Growing organism needs balanced nutrition, which includes various food and liquids. Nutrition is the main component of children’s health. Recently requirements for food quality are far bigger, because shortage of nutrition may raise serious outcomes (Wilson, 2006). In order to be completely healthy children need good nutrition enough physical activity (Matthys et al., 2007). Research hypothesis. We think, that those students, who eat breakfast daily, more often drink water, hold physical activity, should learn better (better academic achievements) and their behaviour should be better (less aggression). Research objective: To define relationship between 11−14 age pupils’ physical activity, peculiarities of nutrition, behaviour, and academic achievements. Research goals: 1. To estimate and compare level of physical activity and peculiarities of nutrition of 11−14 pupils of Kaunas town J. Urbšio secondary school and Kaunas district Rokai secondary school age students. 2. To assess and compare academic achievements and aggressive behaviour among pupils. 3. To find correlation between assessed values. Conclusions: 1. One-Quarter of (25%) Kaunas town J. Urbšio secondary schol and Kaunas district Rokai secondary school pupils for physical activity allows just 2-3 hours per week. Boys of both schools are more physical active than girls. 2. Most of Kaunas town J. Urbšio (68%) secondary school and Kaunas district Rokai (69%) secondary school pupils eats breakfast. For breakfast... [to full text]

The aim of this study was to consider a question of creativity in all its aspects and to explore peculiarities of creative thinking according to gender, classes, learning profiles of senior pupils and find out links between creative thinking and general learning motivation, creative thinking and motivation of achievements, creative thinking and learning success (academic results). So for this purpose there was chosen Torrance Test of Creative Thinking (1974), in case to explore their peculiarities of creative thinking. It was used figural A form (all three activities). Torrance test of creative thinking identified four components of divergent thinking: fluency (the ability to quickly find multiple solutions to a problem); flexibility (being able to simultaneously consider a variety of alternatives); and originality (referring to ideas that differ from those of other people) and elaboration (optional; the ability to elaborate ideas and solutions). We also used “Approach to Study Inventory” (test of general learning motivation; Entwistle N.J., Hanley M., Rounsell D., 1979; Entwistle N.J., Ramsden P., 1981) and Mechrabian Test-Questionnaire for motivation of achievements (modified by M.Š.-Magomed-Eminov, 1987). 198 senior pupils were investigated during this research. There were 102 girls and 96 boys of them. They were divided according to their learning profile into the two groups: humanitarian and real profiles. Trying to find out differences between gender, classes and... [to full text]

Darbe atskleidžiami 4–5 klasių pažangos ir pasiekimų vertinimo ypatumai muzikos pamokose. Baigiamojo darbo tikslas – išsiaiškinti 4–5 kl. mokinių pažangos ir pasiekimų vertinimo muzikos pamokoje ypatumus. Darbo tikslui pasiekti iškelti šie uždaviniai: išanalizuoti mokinių pažangos ir pasiekimų vertinimo sampratą, aptarti vertinimo ypatumus muzikos pamokose, apžvelgti muzikinio ugdymo ypatumus bendrojo lavinimo mokyklų 4–5 klasėse, aptarti 4–5 klasės mokinių amžiaus tarpsnį, ištirti mokinių požiūrį į pasiekimų vertinimo skirtumus 4–5 klasėse. Tyrimas atliktas trijose Šiaulių progimnazijose. Anketinės apklausos metodu buvo siekta sužinoti 4–5 klasių mokinių požiūrį į pažangos ir pasiekimų vertinimą. Išanalizavus mokslinę literatūrą ir atlikus anketinę apklausą gautos tokios išvados: vertinimas – nuolatinis informacijos rinkimas, kaupimas ir apibendrinimas apie mokinio pažangą ir pasiekimus. Vertinant muzikinio ugdymo pažangą ir pasiekimus taikomi diagnostinio, formaliojo ir apibendrinamojo vertinimo būdai. Ypatingai svarbus muzikos ugdyme tampa formuojamasis vertinimas, kuris padeda pasiekti, kad kiekvienas mokinys atskleistų individualius savo gebėjimus. Muzikinis ugdymas, kaip ir kiti mokomieji dalykai gali būti vertinamas formaliuoju (vertinimas pažymiais) ir neformaliuoju (nesiejamas su pažymiu). Lyginant ketvirtos ir penktos klasės muzikinį ugdymą bendrojo lavinimo mokykloje pastebima, jog penktoje klasėje pakinta mokymo turinys, pamokos struktūra, vadovėliai, nauji... [toliau žr. visą tekstą] / The paper discloses 4th-5th forms’ achievement assessment features during music lessons. Aim of the final paper is to figure 4th-5th grade students’ progress and achievement evaluation features in the music lessons. In order to achieve the aim, the following tasks were set: to analyze student progress and achievement evaluation concept, to discuss the evaluation features in the music lessons, to review the features of music education in general education schools in grades 4-5, to discuss grades 4-5 students’ age period, to explore students' views of the differences assessments in the 4th-5th forms. The study was conducted in three Siauliai junior gymnasiums. Questionnaire survey method was aimed to find out 4-5 grade students’ attitude towards progress and outcomes. Analysis of scientific literature and questionnaire survey led to the following conclusions: evaluation is a continuous information gathering, compilation and summarizing about the student's progress and achievements. In the assessment of music education progress and achievements, diagnostic, formal and summative assessment methods are applied. Formative assessment becomes particularly important for music education, it helps to make each student to disclose their individual capacities. Music education, as well as other subjects can be seen in the formal (assessment with marks) and informal (not associated with marks) methods. Comparing the fourth and fifth-grade music education in the general education school it... [to full text]