The aim of this thesis was to find out what role psychological and social factors play in the motivation of jihadist foreign fighters to leave for Syria. The sub-questions examine, on the one hand, how authors of the studies focused on motivation of foreign fighters work with the theoretical background and concepts related to the psychosocial sphere, their interpretation of the key concepts and motivation of foreign fighters and, on the other hand, what psychosocial motivation to leave for Syria prevails in existing studies. In order to answer these questions, I chose several theoretical models of radicalization that work mainly with the psychological and social dimension of the problem.Subsequently, I chose several main psychosocial categories and narratives to analyse the studies, with the possibility of new categories occurring. I was particularly interested in existential motivation such as search for meaning or the identity crisis, in the case of jihadists also connected with the ideology and the influence of social groups. Based on the analysis, I found out that the theoretical basis, the specific definitions of individual key concepts and the logic of the interpretation of the respondents' words in the majority of the studies are missing or not fully described. Without the proper definition...

This paper is an inventory of the general motivations of Swedish film tourists. The paper is based on a quantitative research survey to gain insight from Swedish film tourists in the matter of what it is in movies that are motivating them to travel. The motivations behind film tourists visiting film destinations in a qualitative perspective, are storytelling, authenticity, film tourists gaze and fandom. By travelling to film destinations tourists takes part of magical tourism experiences. The paper has a deductive view point to the subject of film tourists and the results from the survey are collected from communities on Facebook called Harry Potter-fans in Sweden, Star Wars Sweden and The lord of the ring-fans in Sweden. The result from the survey shows that Swedish film tourists from these communities are motivated by the terms of storytelling, authenticity, film tourists gaze and fandom and that they are all experiencing something extraordinary when they travel because of movies. The motivations are also the foundation and the general aspect of travelling to film destinations, which either push or pull the film tourists towards the film destinations.

<div>Self-Determination Theory (Ryan & Deci, 1985, 2018) suggests that teachers’ autonomy support and control practices (i.e., motivate students through internal motivational resources or through external pressure and control) directly impact student motivation, achievement, and well-being (Ryan & Deci, 2018). To prepare future teachers who engage in autonomy support practices, the dissertation aimed to examine preservice teachers’ intentions to enact autonomy and control, and the individual beliefs and motivations predicting such intentions, through a combined perspective of Self-Determination Theory and Self-Theories of intelligence or the mindset theory (Dweck, 1986, 2000). Growth and fixed mindset, the incremental and fixed beliefs about individual attributes (e.g., intelligence, talent; Dweck, 2000), was proposed as an additional individual factor contributing to autonomy and control practices beyond other factors specified in Self-Determination Theory.</div><div>Participants were preservice teachers enrolled in the teacher education programs from three Midwestern universities. Through a quantitative survey study (N = 237), Study 1 examined the interrelationships among growth mindset, autonomous motivational orientation, intrinsic motivation for teaching, beliefs about autonomy, and intentions to enact autonomy in daily teaching. Structural equation models revealed that growth mindset and autonomous orientation were positively correlated. Both growth mindset and autonomous orientation significantly predicted intrinsic motivation for teaching and beliefs about autonomy support, and indirectly predicted intentions to enact autonomy support through beliefs about autonomy support. Intrinsic motivation for teaching also significantly predicted intentions to enact autonomy support through beliefs about autonomy support. The findings supported the unique role of growth mindset beyond other predictors of autonomy support.</div><div>Study 2 adopted a qualitative approach, and examined in-depth the dynamics between preservice teachers’ mindset and intentions to enact autonomy and control and by extension the highly related intentions to enact structure and involvement (i.e., the practices to promote student competence and to support their relational needs; Ryan & Deci, 2018). Although structure and involvement are constructors under the broader umbrella of autonomy, in this work, structure and involvement were conceptualized separately from autonomy to highlight practices that specifically support basic psychological needs for competence, relatedness, and autonomy respectively. Participants were assigned to a growth-mindset group (strong growth mindset), a mixed-mindset group (relatively mixed mindset), and a fixed-mindset group (relatively fixed mindset). Interviews (N = 17) highlighted the practices preservice teachers used and would continue to use with specific examples from practicum experience and upon reflections of given scenarios, focusing on difficult situations when students have motivation-behavior and/or ability issues. The difficult situations reflect “pressure from below” that is predominant in daily teaching and easily pull out teachers’ control practices (Reeve, 2009). Field journals (N = 103) collected from a foundational educational psychology class reported preservice teachers’ observations and evaluations of teacher autonomy/control practices in practicum, and if same practices would be implemented in future teaching and modifications. Results revealed that the interview fixed-mindset group had strongest intentions to enact control under “pressure from below,” and in particular when facing students with combined motivation, behavior, ability problems that would create highest pressure. All groups demonstrated relatively high intentions for structure and involvement. Although the groups demonstrated low to moderate intentions for autonomy specifically, overall, autonomy supportive practices were well endorsed by participants in all three mindset groups, as structure and involvement are practices which fit under the broader umbrella of autonomy. Larger percentages of participants in the field journal growth- and mixed-mindset groups reported intentions for autonomy and not using control than the fixed-mindset group; similar percentages of participants in all groups reported intentions for control.</div><div>The dissertation responds to teacher education researchers’ proposition that examining preservice teachers’ beliefs and motivations should be a central concern of teacher education (Levin, 2015). It also responds to the recent call in educational psychology for multifaceted models of motivation from complementary perspectives (Linnenbrink-Garcia & Patall, 2016). The combined perspective provides new insights into understanding teacher autonomy support and control. Meanwhile, the studies have practical implications for training preservice teachers to provide autonomy support for their future students, and to cope with the pressure and difficulties they will often encounter in real world classrooms and refrain from control practices.</div>

The purpose of this thesis ‘Sustainable conscious fashion consumption from the perspective of Generation Z - With a focus on motivations’ is to provide the reader with deeper knowledge about Generation Z’s perception of sustainable conscious fashion and what motivates them to choose sustainable consumption. Further, this research gives insight into the decision process among Generation Z regarding fashion apparel. The thesis is based on two research questions which are (1) What are the motivations to consume sustainable conscious fashion among Gen Z and (2) How do psychological factors influence Gen Z decisions to consume sustainable conscious fashion? To be able to complete this thesis and answer the research questions, relevant theories have been analyzed and incorporated to create an understanding when analyzing the empirical data. The thesis was conducted using a deductive approach and a qualitative research method to acquire primary data. The data collection has been accumulated by doing semi-structured interviews with the aim to gain in-depth knowledge about Gen Z motivations to consume sustainable conscious fashion. The literature review includes theories that are in relation to the topics of (1) Sustainability, (2) Generation Z, and (3) Psychological Factors such as self-image and cognitive dissonance. Based on the literature review a conceptual framework (Figure 2.1) was created in which the liaisons between the different theories have been presented. The interview guide was created in accordance to the operationalism in order to present the empirical data in chapter 4, ‘Empirical findings’.Thereafter, an analysis based on the empirical findings are discussed in relation to previously presented theories in the literature review. It is concluded that the primary motives for purchasing apparel among Generation Z are to strengthen their self-image, whether it is to fit in or stand out. The generation cares about sustainability, which is expressed by purchasing eco-friendly foods and by considering their choices of transport. The findings show there is a lack of information provided by retailers and authorities, which translates into the consumers not being able to make sustainable choices regarding fashion consumption.

This study embarked on exploring the experience of becoming and being a lay volunteer counsellor from a psychological perspective. Six participants were interviewed using Interpretative Phenomenological Analysis (IPA) as the research method. Race and gender are divided equally amongst Black, Caucasian, male, and female participants. Numerous dimensions relating to the lived experience of lay volunteer counsellors are investigated in the present literature, suggesting that the experience of becoming and being a lay volunteer counsellor is multifaceted. The subjective experience of each of the participants was explored, with the optimism that this exploration would expound on the multilateralism of these facets. Although specific experiences remain exclusive to each participant, the intersecting and co-creation of meanings culminated in the cultivation of themes common to the participants. These themes are examined against the literature, critically appraising supportive and distinct suggestions. As is evident from the results, participants have a profound appreciation of the stimuli which influence their experiences of lay volunteer counselling, but also of the circumstances surrounding the origins of their sense of volunteerism. Even though some of the literature addressed themes relevant to the participants’ experiences, a small number of themes could not be juxtaposed against available literature. Based on the narratives of the participants, as well as data in the literature, volunteers constitute a reasonable component of the service sector and assist a sizeable population. Therefore, the value of the lay volunteer counselling population should be recognised in order to develop further training and support programmes for this subpopulation. As it appears, recognising the essence of this value begins with appreciating the experience of becoming and being a lay volunteer counsellor. Copyright / Dissertation (MA)--University of Pretoria, 2009. / Psychology / unrestricted

Syftet med denna studie är att klargöra bakomliggande yttre och inre drivkrafter i samband med yrkesväxling mitt i livet, vad som bidrar till att våga ta klivet att börja studera, som en del av den personliga utvecklingen. Teoretiska utgångspunkter är följande: Abraham Maslows (1989/1943) behovspyramid, George Herbert Meads (2001/1934) signifikanta andra, Fuchs Ebaughs (1988) teori om vändpunktsprocesser och teorin om Planned Happenstance som Kathleen Mitchell, Al Levin och John Krumboltz (1999) är grundare till. Metoden som har använts är fokusgruppsintervjuer. Resultaten visar att de bakomliggande drivkrafterna i samband med yrkesväxling kan kopplas till behoven i Maslows (1989/1943) behovspyramid. De mest grundläggande behoven måste vara tillgodosedda för att individen ska känna sig motiverad till att påbörja en självutveckling. Ett hinder för att våga satsa på utbildning är sviktande självförtroende. För att överbrygga detta får omgivningens, signifikanta andras, (Mead 2001/1934) inställning en avgörande betydelse. En vändpunktsprocess innebär en identitetskris där en ny yrkesroll ska inträdas, en påfrestning för såväl deltagaren som hela familjen (Fuchs Ebaugh 1988). Andra drivkrafter, förutom självförverkligande, är en efterlängtad förändring av sin arbetslivssituation och deltagarnas önskan om att komma in i gemenskapen i en arbetsgrupp som de ser upp till. För att nå dit ser deltagarna utbildning som en väg och ett sätt att öka sin anställningsbarhet. Deltagarna i studien menar i flera fall att det var slumpen som avgjorde vilken utbildning de hamnade på men med Planned Happenstance som förklaringsmodell framgår det att valen egentligen byggde på medvetna ställningstaganden (Mitchell, Levin och Krumboltz 1999). Studiens resultat redogör med andra ord för några av de drivkrafter som motiverar individer att våga ta klivet till att börja studera, vilket kan öka kunskapen för studie- och yrkesvägledare, om hur individer bör bemötas och vilka områden som professionen bör fokusera på för att hjälpa individer nå framtida yrkesambitioner genom ett välgrundat val. / The aim of this thesis is to clarify the underlying human motives, both external and internal, in career choices of professional change, of which contributes to career changes. This thesis enlightens some of the societal conditions or obstacles that exist to a future study start, as part of the participants personal development, and clarify what led them to take the decisive step towards a new career path. Theoretical framework used is Abraham Maslow's (1989/1943) needs pyramid, George Herbert Meads (2001/1934) concept of significant others, Fuchs Ebaugh's (1988) theory of turning point processes and the theory of planned Happenstance which Kathleen Mitchell, Al Levin and John Krumboltz (1999) are the founders of. Method used is focus group interviews. Results show that the underlying human motivation processes in participants' professional exchange can be linked to the needs of Maslow's (1989/1943) needs pyramid. The most basic needs must be met in order for the individual to feel motivated to begin self-development. One obstacle whether to decide to invest in education or not, is failing self-confidence. To overcome this, the attitude of the significant other (Mead 2001/1934) takes on a decisive importance. A turning point process involves an identity crisis in which a new professional role is to take place, a strain for both the participant and the whole family (Fuchs Ebaugh 1988). Other human motivation processes, besides self-realization, are a long-awaited change in their working life situation and the participants' desire to enter the community in a working group they look forward to. To get there, participants see education as a fulfilling way and a way to increase their employability. The participants in this study believe that it was random that decided which education they ended up with in many cases, but with Planned Happenstance as an explanatory model it appears that the choice were really based on conscious attitudes (Mitchell, Levin and Krumboltz 1999). This thesis can increase the knowledge for study and career counselors, about how individuals should be approached and what areas the profession should focus on to help individuals reach future career aspirations through an informed choice.

While theory argues that Instagram influencers are beneficial for rural and sustainable tourism in gaining attention and awareness, they also can generate an increased tourist flow. A newly published article by Palazzo, et al., 2021, mentions that while they have focused on the bright sides of Instagram Influencers within tourism, they have excluded matters of adverse effects. Something that could likely create a situation of overtourism, as increased tourism flows can be hard to manage. Due to little research of Last Chance Destinations (LCDs), a similar theory will be applied, as these destinations are already considered damaged. Due to the study gap and the tiny amount of empery within this field, people between 18-25 with interest in travel content on Instagram have been interviewed to get more in-depth answers. It has been discovered that Instagram Influencers play little to no role in increased tourism flows to LCDs. People are only inclined to visit LCD after engaging with a destination post if they already have existing motivations to visit it. Instead, influencers serve the purpose and potential ofeducating Instagram users about sustainable tourism principles and climate change.

This research was conducted to find out more about the willingness to pay for online concerts both during the Covid-19 pandemic and in the future. Secondary data was collected in form of literature in order to perform primary research. The primary research consisted of a quantitative online survey to collect data on a specific case study, which covered an online concert by the German band Feuerschwanz in the beginning of 2021. The research picked up the connection between concerts and tourism, the concert experience as well as co-creation, the relevance of onlinec oncerts and willingness to pay as central themes. To analyze the data, descriptive and inferential statistics were used to find potential trends and differences. In the findings it could be seen that online concerts are commonly appreciated and have a future prospect. Further, it was seen that both material and non-material elements can enhance the willingness to pay for online concerts and that the major reasons for attending online concerts are being a fan and the lack of live concerts during the pandemic. This research successfully contributed to fill a research gap that is existing due to the only recent emergence of online concerts in this scope. It can further be used to help artists and organizers when planning online concerts, and it gives a perspective about a possible future that includes online concerts.

In the last decade, development of Information and Communication Technology (ICT) thatsupports online learning has increased the demand for e-learning and Massive Open OnlineCourses (MOOCs). Despite their increased popularity, MOOCs are struggling with highdropout rates and only a small percentage of learners complete the courses they enrolled in. Thepurpose of this thesis is to gain knowledge about MOOC learner behaviour. The aim of thestudy is to identify the motivations of learners and how these differ between learners whocompleted a course and those who dropped out. Research on MOOC learners has mostly beencarried out using a quantitative approach. While quantitative methodologies are effective inhandling the large amount of data produced by MOOCs, qualitative methods can give deeperinsights into online learners’ motivations. Therefore, this thesis employs an explanatorysequential mixed methods research, in which sentiment analysis and topic modeling of learnerreviews from the platform Coursera are further explained by qualitative interviews with MOOClearners. In the study 28,000 reviews scraped from five courses within the fields of data sciencewere analyzed and ten interviews were held with learners who either completed, dropped outfrom or both completed and dropped out from a MOOC. In the quantitative analysis nine coursefactors were found that learners wrote about: content, delivery, assessment, learning experience,tools, video material, teaching style, instructor skills and course provider. In addition, eighteenthemes were yielded from the interviews: self-discipline, just for fun, certificates, personaldevelopment, knowledge, career, time, equipment, practical exercise, interaction, instructor,reality, structure, external material, cost, community, degree of difficulty and other. In thediscussion the empirical findings are reflected upon using the theoretical framework of theresearch and the literature review. The result does not reveal any differences in motivationsbetween learners who completed a course and those who dropped out, however, it does identifyfactors that caused learners’ to drop out and the topics that most negative learner reviews wereabout. This research contributes to the body of knowledge in the field of research on MOOClearner retention and motivations. The topic is relevant for research in education informaticsand for continued improvements in delivery of MOOCs.

The necessity of sustainable transitions has become more and more acknowledged in recent years. From these changes, specific markets have recently been emerging which are closely tied to sustainable development. An industry which is particularly critical for enabling such transitions is the food industry where the current eating patterns have been linked to an array of issues with the considerable reliance on animal-based products often pointed out as a major concern. From a raising awareness and technological changes, a market has arisen which aims at supplying proteins from alternative sources to animal exploitation. By inquiring this specific market referred to as the Alternative Proteins (AP) market, the core objective of this thesis is to extend the knowledge regarding markets associated with sustainability. More specifically, recognizing the rapid-evolution of such markets, the inquiries are directed towards the entry mechanisms as it is seen as key dynamics influencing the evolution of such markets. An in-depth understanding of market entry regarding diverse dimensions including motivations, barriers and entry strategies could thus be achieved. Recognizing a shortcoming in the scientific understanding of stakeholder collaboration as an entry strategy, an emphasis on these collaborative entry strategies prevailed in our investigations. Eight firms having recently or longer ago entered the AP market have been interviewed to provide the empirical material for the thematic analysis. The theoretical framework was built around the resource-based view (RBV), supplemented by other theories including Creating Shared Value (CSV) and Porter’s classification of barriers which granted an enhanced theoretical lens to arrive at significant insights resulting from our inquiries. New entrants were thus found to have both financial and social/ environmental dimensions embedded in their entry motivations. It was also concluded that the adoption of collaboration as an entry strategy predominated across our sample which was explained by the assumption that markets linked to sustainable development have intrinsic circumstances forcing companies to collaborate to a larger degree. Moreover, the findings provided evidence of firms striving for a fit between the entry barriers and their entry strategies by devising the latter in accordance with their perception of barriers. Lastly, an essential contribution resided in the application of RBV in the context of market entry as this enabled the approach of market entry through a distinct angle broadening both the knowledge on market entry and RBV.