Electronic learning (e-learning) is an increasingly popular approach used to 1rain. knowledge and skills in work organizations. A 2006 market report estimated that organizations increased the use of e-learning by 8% from 2005 to 2006. Scientific research on how to best design e-learning to maximize learner outcomes is needed. Some attention is being directed at computer-based games due to their perceived motivational properties. By using a computer-based game and a non-game control group, this study examined differences in learning and satisfaction with training, and it also examined individual differences in goal orientation and self-efficacy. None of the hypotheses were supported. Instead, participants in the control group spent significantly more time in training and scored higher on a post-training performance goal orientation measure than participants in the game condition Moreover, when time spent in training was controlled participants in the control group performed significantly better on the post-training performance measure than did participants in the game condition. In addition consistent with research on individual differences, learning goal orientation (but not performance goal orientation) and self-efficacy were positively related to GPA. The results of this study suggest that more attention needs to be paid to the design of games used in training and on understanding how specific game features impact learning, motivation, and satisfaction.

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The popular construct of goal orientation has been widely researched by industrial and organizational psychologists in recent years. Unfortunately there are several issues with the goal orientation framework that have not been properly addressed in the literature. The present research introduced the three-dimensional achievement goal framework as a plausible and less problematic alternative to the three-dimensional goal orientation framework. Hypotheses regarding the interactive effects of each of the three achievement goals and task complexity on task enjoyment, mental focus and exerted effort, were derived and tested. The results indicated that the positive effects of mastery goals on the motivational variables are stronger for more complex tasks, the positive effects of performance-approach goals are stronger for simpler tasks, and the negative effects of performance-avoid goals are less severe for simpler tasks. / Ph. D.

The present research expanded upon the work of Breland and Donovan (in press) and examined the role of three-dimensional state goal orientation in an integrative model of goal setting and task performance. In addition, mental focus (Lee, Sheldon, & Turban, 2003) was also incorporated into the model. Results indicated that each of the three-dimensions of state goal orientation uniquely affected one's level of self-efficacy. More specifically, state learning goal orientation and state performance-approach goal orientation both enhanced an individual's level of self-efficacy, while state performance-avoidance goal orientation reduced their level of self-efficacy. In turn state goal orientation indirectly impacted mental focus, goals, and performance through its influence on self-efficacy. Implications of these findings as well as suggestions for future research on the personality construct of state goal orientation are discussed. / Ph. D.

The concept of teaching effectiveness is challenging for researchers to define. Hypothesized as a multidimensional construct, it encompasses content knowledge, pedagogical knowledge, personality characteristics of the teacher, and classroom dynamics. No single dimension, trait, or behavior, however, fully captures what it means to be an effective teacher. Measures, such as peer observation, self-report surveys, and student evaluations, assess teacher effectiveness in higher education. Student evaluations of teachers (SETs) assess multiple areas, including: course content, objectives, organization, and the nature, difficulty, and value of a course; teacher preparation, enthusiasm, and subject knowledge; teacher goals for structuring classroom activities and engaging students in academic pursuits (Cashin, 1995; Feldman, 1996; Marsh, 1984; Midgley, 1998). SETs can be seen as expressions of students’ perceptions about an instructor, a course, and a class, but what influences those perceptions? One concept, classroom community, hypothesizes that students’ sense of community is influenced by the quality of interaction with their instructors, fellow students, and course content. Investigations of classroom community associate higher sense of community with more positive academic outcomes. Teachers’ goals for structuring class activities and engaging students is another concept hypothesized to influence students’ perceptions. Teachers’ goal orientation towards their own teaching is also a factor that appears to influence academic outcomes. Using goal orientation theory, Kucsera, Roberts, Walls, Walker & Svinicki (2009) identified three orientations that influence how teachers approach teaching. To date little research has explored how teacher goal orientation might influence students’ perceptions. This study examined whether there is a relationship between teachers’ goal orientation towards their teaching, students’ perceptions of teacher goals for classroom structure and student engagement, sense of community, and student ratings of teacher effectiveness. Undergraduate business communications faculty completed a survey about their goals for their own teaching while their students took a survey about their sense of community in the classroom, their perceptions of their teachers’ goals for engaging them in academic work and an end-of-semester course instructor survey. Hierarchical linear modeling was used to analyze the data. Results generally indicated that students’ perceptions are associated with SETs outcomes while teachers’ goal orientations are not. / text

Det här arbetet är en studie i hur jag bäst motiveras till att öva. Jag har testat olika metoder men framför allt utvecklat min egen modell men avstamp i Flow, Social-Cognitve theory, Self-determination theory och Goal-orientation theory. Motivation är anledningen till att vi kan bli framgångsrika musiker och att fostra sin egen motivation borde vara grundläggande för alla blivande musiker. / <p>Etude in e minor - Pius Cheung</p><p> </p><p>Ripple - Akira Miyoshi</p><p> </p><p>Purity 2 - Thomasz Golinski</p><p>Magical Sphere - Rodrigo F. Marques</p><p> </p><p>Asventuras - Alexej Gerrasimez</p><p> </p><p>Octabones - Adi Morag</p><p>Tango Suite for two Guitars, Nr. 2 - Astor Piazzolla</p><p> </p><p>Annanstans - Erik Natanael</p><p> </p><p>Lemuria, the Fallen Civilization - Csaba Marján</p><p>Prelude in g minor - Sergei Rachmaninoff</p><p></p><p>Medverkande :</p><p>Elias Gustafsson</p><p>Rasmus Hansson Jönsson</p><p>Filmen är min Examenskonsert</p><p></p><p>Inspelningen av konserten startar först efter några minuter.</p>

Determining the factors that contribute to mental toughness development in athletes has become a focus for researchers as coaches, athletes, and others extol its influence on performance success. In this study we examined a model of mental toughness development based on achievement goal theory, assessing the relations between motivational climates, goal orientations, and mental toughness. Five hundred ninety-nine varsity athletes, representing 13 different sports from six different high schools in a southwestern United States school district, participated in the study. Athletes completed self-report measures assessing parent, peer, and coach motivational climates, goal orientations, and their mental toughness. Initially, I examined the measurement model and found it fit the data well both in the exploratory (SRMR = .06; CFI = .94) and confirmatory (SRMR = .06; CFI = .95) samples. Second, the structural model was examined and found to fit the data well in both the exploratory (SRMR = .08; CFI = .93) and confirmatory samples (SRMR = .07, CFI = .95). Parent task-involving climate, (β = .55; p < .05) and coach task-involving climate (β = .32; p < .05), but not peer task-involving climate (β = .05), were associated with task goal orientation (R2 = .57). Ego goal orientation (R2 = .32) was explained by peer ego-involving climate (β = .15; p < .05), parent ego-involving climate (β = .39; p < .05), and coach ego-involving climate (β = .16; p < .05). Finally, only task goal orientation (β = .75; p < .05) was related to the athletes’ mental toughness (R2 = .56); the ego goal orientation pathway was not significant (β = .04). These results speak to the potential positive influence of parents and coaches on athletes’ mental toughness through their endorsement of task-involving messages and pursuits leading to the development of a task goal orientation.