The aim of the study is to investigate how four teachers work to motivate pupils to read. The study also investigates the similarities and differences between grades 1 and 3 in the teachers’ efforts to motivate pupils to read. Reading is a central part of school work, not only in the subject of Swedish but also in other subjects. The result of previous PISA studies shows that Swedish pupils have deteriorated in reading comprehension. We therefore want to find out how teachers work to motivate pupils to read. The method in the study proceeds from semi-structured interviews. The interviews were recorded and transcribed. The result shows that different methods are used to motivate pupils to read. Reading aloud is a method that all teachers use in order to motivate the pupils. It was also found that the informants work with external motivation. This means, for example, rewarding pupils when they read or telling them what the purpose of reading is. More similarities than differences were found in the way teachers work with motivation in grades 1 and 3.

This quantitative study examines to what extent online games motivates students. It is based on a quantitative method such as a questionaire where students and teachers have answered questions about which teaching methods that motivate student the most. The study shows that onlinegames motivate children, especially boys. However, they do not motivate them more than learning by doing experiments and pracitical work, such as arts and craft. Moreover, the study shows that the teachers are aware of what kind of teaching that motivates the students the most and also that the teachers in general play an important part in order for the students to feel motivated in the classroom. The conclusion of this study is that teaching using a veriaty of methods where students can connect the information they learn to their own reality and envoriment is the kind of teching that motivates them the most.

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Syftet var att undersöka skillnader mellan olika studentgrupper uppdelat efter år av arbetslivserfarenhet och ålder. Detta för att se om arbetslivserfarenhet och ålder hade någon betydelse för studenters interna motivation, externa motivation, amotivation och kontrollokus. I tvärsnittsstudien deltog 71 studenter (60 kvinnor och 11 män) från en högskola i Mellansverige och deltagarnas ålderspridning var 19-47 år. Undersökningen byggde på två enkäter; The Academic motivation scale (AMS-C28) for college students (Ryan & Deci, 2000) och Academic locus of control scale for college students (ALC) (Trice, 2013). Statistiskt signifikant skillnad fanns mellan en studentgrupp som var 19-22 år gamla och en studentgrupp som var 26 år och äldre på kontrollokus, där resultatet visade att den äldsta gruppen upplevde mer externt kontrollokus än den yngre gruppen. Statistiskt signifikanta skillnader fanns även mellan en studentgrupp som hade mellan 0-2 års arbetslivserfarenhet och en studentgrupp som hade mer än 4 års arbetslivserfarenhet på kontrollokus där de studenter som hade mer arbetslivserfarenhet upplevde mer externt kontrollokus än den grupp som hade mindre arbetslivserfarenhet. Arbetslivserfarenhet och ålder visade ett positivt statistiskt signifikant samband samt externt kontrollokus och ålder. Externt kontrollokus och arbetslivserfarenhet visade svagt positivt statistiskt signifikant samband och det fanns även ett svagt negativt samband mellan externt kontrollokus och extern motivation. Ytterligare ett positivt signifikant samband fanns mellan intern motivation och extern motivation. Resultatet visade inga skillnader eller samband vad gäller arbetslivserfarenhet och motivation. Ytterligare variabler är avgörande för att skapa en helhetsbild kring arbetslivserfarenhetens betydelse för studenter / The purpose was to examine differences between different groups of students disaggregated by years of work experience and age. The reason was to examine if the work experience and age had any significance for students' internal motivation, external motivation, amotivation and locus of control. Correlations between the above variables were also examined. In the cross-sectional study 71 students participated (60 women and 11 men) from a college in central Sweden with an age range of 19-47 years. The survey was based on; The Academic Motivation Scale (AMS- C28) for college students (Ryan & Deci, 2000) and the Academic locus of control scale for college students (ALC) (Trice, 2013). A statistically significant difference was found between one group of students who were 19-22 years old and a student group that was 26 years and older on locus of control, where the results showed that the oldest group experienced more external locus of control than the younger group. Statistically significant differences were also found among a group of students who had between 0-2 years of work experience and a student group that had more than 4 years of work experience on locus of control in which the students who had more work experience experienced more external locus of control than the group that had less work experience. Work experience and age showed a positive statistically significant relationship as well as between locus of control and age. Locus of control and work experience showed a weak positive statistically significant relationship and there was also a weak negative correlation between locus of control and external motivation. A positive significant correlation was shown between internal motivation and external motivation. The results showed no differences or relationships regarding work experience and motivation. Additional characteristics are essential to create an overall picture to the work practices relevant to students

Titleofwork: Combat sports motivation. Workobjective: The aim of this diploma thesis is to determine motives for participating in certain combat sports and to examine if the individual combat sports vary from each other or whether there is a common motive. The further objective is to examine a motive for combat sports in general. Usedmethods: The diploma thesis is designed as a quantitative research using a questionnaire survey. To compile the anonymous questionnaire, the international multidimensional standardized questionnaire The Sport Motivation Scale "SMS-28" was used. The standardized questionnaire was supplemented by questions to determine the sex, age and type of combat sport. The data acquired were then statistically evaluated using pivot tables and research questions were acquired by Pareto analysis. Results: It was discovered that the most important component of motivation for combat sports in general is the inner motivation to experience, on the contrary, the least important for the respondents was the external regulation. The individual combat sports differentiated then by a different spectrum of motivation. However, there were three combat sports, in particular, karate, MMA and judo, which had common type of motivation, particularly to experience the inner motivation. Regarding...

Syftet med studien var att undersöka om Herzbergs tvåfaktorteori har relevans i praktiken idag inom läraryrket. Studien är kvalitativ med deduktiv ansats utifrån Herzbergs tvåfaktorteori. Totalt 10 semistrukturerade intervjuer utfördes med lärare från högstadie- och universitetsnivå vilka sedan analyserades tematiskt. Resultatet visade att Herzbergs teori fortfarande är tillämpningsbar inom yrket lärare. Resultatet visade däremot på att det fanns skillnader i vad för faktorer som är av mest vikt hos lärarna gentemot vad Herzberg påstod. De mest avgörande faktorerna för arbetsmotivation hos lärarna var eget ansvar, bekräftelse och den psykosociala arbetsmiljön. Förslag till vidare forskning är att säkerhetsställa rangordningen av faktorerna som har störst betydelse för arbetsmotivationen inom läraryrket. Ett annat förslag till vidare forskning är att se om det finns faktorer från Herzbergs tvåfaktorteori som rangordnas annorlunda inom andra yrkeskategorier. / The purpose of the study is to examine whether Herzberg's two-factor theory is still relevant in practice today in the teaching profession. The study is qualitative with a deductive approach based on Herzberg's two-factor theory. A total of 10 semi-structured interviews were conducted with high school and university teachers, which were then analyzed thematically. The result showed that Herzberg's theory is still applicable and valid in the profession of teaching. The results, on the other hand, show that there are differences in which factors that are the most important for the teachers in relation to what Herzberg claimed. The most important factors for the teachers' work motivation are having their own responsibility over their time, recognition and the psychosocial work environment. Suggestions for further research are to secure the ranking of the factors that are most important for the work motivation within the teaching profession. Also evaluate if there are factors from Herzberg's two-factor theory that are ranked differently in other professions.

Forskning visar att motivation är betydelsefullt för elevers inlärningsprocess och skolresultat. Med detta som utgångspunkt är syftet med denna underesökning att undersöka vilka orsaker som finns till bristande motivation hos eleverna i samband med modersmålsundervisningen samt vad lärare kan göra för att höja elevernas motivation i deltagandet av modrsmålsundervisningen. Denna kvalitativa studie utgår från sju intervjuer. Tre intervjuer av modersmålslärare och sju intervjuer med elever i högstadiet. Ur intervjuerna med lärare och elever framkom att de faktorer som påverkade elevens motivation var klassrumsklimat, schemat, relationer till omgivningen, gruppindelning och samarbetet mellan modersmålsläraren med övriga lärare inom andra skolämne. / Research has shown that motivation is of great importance for the individual student's learning process and school results. The purpose of the degree project is to investigate the causes of lack of motivation in students who participate in mother tongue teaching and what teachers can do to stimulate this lack of motivation. In a qualitative study, a number of interviews were conducted. On the one hand, three mother tongue teachers in the subjects Arabic, Dari and Polish were interviewed, and on the other hand students from year 6 to year 9. The interviews asked questions about what perceptions students have about their mother tongue, what teachers can do about lack of motivation and what framework factors effect teachers' attitudes. To learn the mother tongue. The results showed that students lack of motivation was due to various factors, including lack of time, work environment, less inclusion of the mother tongue subject, mother tongue teachers relätionship to teachers in other school subject. The conclusion we reached showed the mother tongue subject's role in the diversity ofh the school community, by strengthening the student's identity and personality, and we found som tips on measures for lack of motivation among students and teachers for the subject's mother tongue.

The purpose of this study is to investigate the managers’ perspective on leadership in relation to the motivation of the employees by an example of a manning and recruitment agencies. This is implemented by framing of two questions; What kind of leadership can be identified by middle managers to motivate their employees? Which motivation factors are relevant to employees based on the perspective of the managers? To answer the question and identify leadership strategies and motivational factors and the relationship in between, we have conducted eight interviews with persons who hold a middle management position. Through a qualitative investigation we have been able to go into depth and had access to these managers reflections, thoughts and experiences. The study is deductive and based on two theories; Two Factor Theory (Herzberg, 1959) and internal and external motivation (Deci & Ryan, 2000). The study also takes into account previous research on motivation and leadership such as adults' motivation for learning and training (Ahl, 2006), the transformative leadership (Guthenberg, 2011), recognition of motivation (Hansen and Hermansson, 2013), and indications of what creates a good workplace (Lindberg and Vineyard, 2012). We have, using empirical data, developed and identified categories based on two themes, leadership and motivation, to answer our question. Empirical evidence shows that the developed categories commitment and presence, leadership coaching, individual and situational leadership, reward, daily work and corporate culture/relationships go hand in hand and are necessary to achieve good leadership to increase motivation. By this we mean that the involvement and presence, coaching, personalised and situational leadership are central to achieve what we have distinguished to be good leadership. While the reward, the daily work and the corporate culture and the relationships within the organisation are essential parameters to get motivated employees based on the manager's approach. We can also see that these two themes are related and interdependent. Based on empirical data, we perceive that the organisation we studied the good leadership is resulting in better conditions for motivated employees.

Baigiamojo darbo tikslas - atlikus UAB „Iris“ darbuotojų motyvacijos tyrimą identifikuoti problemines sritis ir pateikti darbuotojų motyvacijos didinimo sprendimus. Teorinėje darbo dalyje išanalizuota motyvacijos samprata ir esmė, atlikta motyvacijos turinį ir procesą nagrinėjančių teorijų analizė, išnagrinėti motyvavimo didinimo būdai ir priemonės, bei pateikta vieninga jų klasifikacija, išanalizuoti esamų motyvavimo modelių taikymo aspektai bei sukurtas motyvacijos didinimo modelis. Analitinėje darbo dalyje atlikta UAB „Iris“ naudojamų motyvavimo būdų ir priemonių analizė, atliktas empirinis įmonės darbuotojų motyvacijos tyrimas. Taip pat pateikti ir išanalizuoti šio tyrimo rezultatai bei nustatytos probleminės sritys. Projektinėje darbo dalyje, remiantis darbuotojų motyvacijos tyrimo rezultatais, sudarytas UAB "Iris" darbuotojų motyvavimo modelis ir pateikti motyvacijos didinimo sprendimai: darbuotojų veiklos vertinimo sistemos diegimas, darbo užmokesčio sistemos tobulinimas, mokymų ir kvalifikacijos kėlimo galimybių gerinimas, kasdieninio darbo ir mikroklimato gerinimo sprendimai bei kitų motyvavimo priemonių taikymo galimybės. Taip pat pateikta motyvacijos didinimo proceso eiga ir kontrolės mechanizmas. / The Aim of the Final Thesis - after researching the motivation of Iris Ltd. employees, to identify the problematic areas and present solutions, related to employee motivation enhancement. In the theoretical part of the thesis, the essence and the concept of motivation are examined, the analysis of content and process motivation theories is made. Moreover, methods and means of motivation enhancement are investigated, their integral classification is presented, the aspects of applying current motivation models are analyzed, and a new motivation enhancement model is introduced. In the analytical part of the thesis, motivation methods and means currently used in Iris Ltd. are analyzed, and an empirical research of the motivation of the Company’s employees is performed. In addition, results of the research are presented and examined and problematic areas identifyed. In the project-based part of the thesis, an Iris Ltd. employee motivation model is made, based on the results of the empirical research, and motivation enhancement solutions are suggested: implementation of an employee performance evaluation system, perfection of pay system, training and qualification betterment opportunities, everyday work and microclimate improvement solutions and possibilities to apply other motivational means. Moreover, the course and control mechanism of a motivation enhancement process are presented.

Syfte Syftet med studien är att undersöka träningsmål och motivation till träning hos gymmedlemmar. Detta för att få ökad kunskap om gymmedlemmar drivs av inre motivation eller yttre motivation och vilka träningsmål gymmedlemmarna har. Förutom det undersöks även om det finns någon skillnad på motivationstyp och träningsmål hos de som tränar i gymmet och de som tränar gruppträning.   Metod Studien bestod av en kvantitativ undersökning i form av enkät. Enkäterna genomfördes med hjälp av färdiga mätinstrument, vilka var BREQ-3 och EMI-2. I undersökningen deltog 82 personer, varav 27 var män och 55 var kvinnor.   Resultat Det starkaste träningsmålet bland medlemmarna var hälsan. Det kom även fram att kroppen hade en tendens att vara träningsmål. Bland gymmedlemmarna drevs de flesta av inre, integrerad och identifierad motivation. Det visades inga stora skillnader bland de som tränade gruppträning och de som tränade gymträning.  Inre motivation var något högra än de som tränade gruppträning (M=4,1) i gym (M=3,9).   Diskussion Sammanfattningsvis visade studien att de mål som de flesta av gymmedlemmarna hade handlade om hälsa. De var mestadels långsiktiga och det visar på att de var motiverade och hade en positiv inställning till att klara träningen. De drevs främst av självbestämmande motivation, det vill säga inre, integrerad och identifierad motivation, detta tyder på att de trivs med sin träning och vet varför de tränar. / Purpose The purpose of the study was to investigate training and motivation goals for the training and motivation of gym members. This in order to gain increased knowledge about gym members is driven by internal motivation or external motivation and what training and motivation goals the gym members have. In addition, it is also investigated whether there is any difference in the type of motivation and training and motivation goals of those who exercise in the gym and those who exercise group training.   Method This is a quantitative study in the form of a survey. The questionnaires were made using ready-made measuring instruments, which were BREQ-3 and EMI-2. 82 people participated in the survey, of which 27 were men and 55 were women.   Results The strongest training and motivation goal among the members is health. It also emerges that the body tends to be training and motivation goals. Most of the gym members are driven by intrinsic, integrated and identified motivation. There were no major differences among those who exercise group training and those who exercise gym training. For example, intrinsic motivation where the group exercise (M = 4.1) is slightly higher than the gym (M = 3.9)   Discussion The goal that most of the gym members have is about health, where they are also mostly long-term, and it shows that they like what they do and have the right attitude to do the workout. Apart from that, it also shows that they are most driven by self-determined motivation, which is inner, integrated and identified motivation, this indicates that they enjoy their training and know why they exercise