This study explored the associations of students’ intrinsic and extrinsic motivation towards high-stake tests in Physical education. The study collected data with questionnaires from 81 Swedish compulsory school students. The questionnaires in this study were based on the Academic Motivation Scale. Furthermore, this study was based on Self-Determination Theory. In congruence with previous research, this study found that females received a significantly higher grade than male students. The results also suggest that there was no significant difference between the different test-groups actual performance. The results of the study concluded that there are no correlations between motivation [towards high-stake tests] and the actual performance of students. Moreover, students were more motivated by external regulation (receiving higher grades) than intrinsic motivation to know (to learn a skill for life). Students perceived higher test anxiety if they were to perform in front of their classmates. However, the test-groups did not perform statistically differently which then leads to the question on the necessities of using these forms of high-stake test since it does not increase performance but is perceived to be more stressful for students. Further research is necessary to draw any generalizable conclusions if there is any correlation between motivation, high-stake tests, and perceived test anxiety.

Bakgrund: Människors stillasittande beteende är ett av dagens stora folkhälsoproblem och är en betydande riskfaktor för sjukdom och död hos befolkningen över hela världen. I undersökningar om svenska barns aktivitetsvanor visar det sig att tonåringarna är inaktiva större delen av sin vakna tid och att andelen barn med fetma mer än dubblerats de senaste 30 åren. För att främja ungdomars hälsa bör den fysiska aktiviteten öka både i skolan och på fritiden, och för att ändra ett beteende behövs det motivation. Syfte: Syftet med denna litteraturstudie var att undersöka om det fanns vetenskapligt stöd för att motivationsarbete genom autonomistöd i idrott- och hälsoundervisningen i skolan kan leda till en ökad inre motivation hos eleverna att fortsätta med fysisk aktivitet på fritiden. Metod: Jag har gjort en systematisk litteraturstudie där jag granskat 8 vetenskapliga artiklar där forskargrupper genom skolinterventioner undersökt effekten av autonomistödjande undervisning på idrottslektionerna. Databaserna ERIC, One Search, Web of science citation index samt Pub Med användes i min litteratursökning. Kvalitetsgranskning gjordes med hjälp av SBU:S granskningsmall. Resultat: Av 8 granskade studier visade 4 signifikanta effekter på ökad motivation till fysisk aktivitet på fritiden medan övriga 4 studier inte kunde stärka det sambandet. Slutsats: Jag fann ett mycket svagt stöd för att autonomistödjande undervisning har effekt på den fysiska aktiviteten utanför skolan. För att bättre kunna analysera hälsoeffekterna av autonomistödjande undervisning behövs det dels längre uppföljningstid, men också längre implementeringstid. Genom att stärka elevers inre motivation till att röra på sig ökar chanserna till att beteendet integreras i livsstilen. Det behövs dock mer forskning för att stärka den hypotesen.

Studiens syfte var att undersöka om inre motivation hos projektmedlemmar inomIT/mjukvarubranchen kan predicera upplevd arbetstillfredsställelse. Därför sågenomfördes en kvantitativ enkätstudie som skickades ut till respondenter inomstudiens valda urvalsgrupp. Det som undersöktes var inre motivation baserat på detre behovsområdena inom självbestämmandeteorin. Det resulterade i att studiensoberoende variabler blev självbestämmande, kompetens och tillhörighet och hur dekan predicera arbetstillfredsställelse. Insamlad data från 84 respondenteranalyserades genom en multipel regression. Där visade sig att i modellen så kundeoberoende variablerna med statistisk signifikans predicera 69% av variansen i denberoende variabeln. Den oberoende variabeln som visade sig ha störst uniktsignifikant predicerande förmåga var självbestämmande. Studien visar att deanalyserade oberoende variablerna har en stark förmåga att prediceraarbetstillfredsställelse. / The aim of the study was to examine whether intrinsic motivation among projectmembers in the IT/software industry can predict perceived job satisfaction.Therefore, a quantitative questionnaire study was conducted and sent out torespondents within the study's selected sample group. What was examined wasintrinsic motivation based on the three psychological need areas in the selfdetermination theory. This resulted in the study's independent variables beingautonomy, competence and belonging and how they can predict job satisfaction. Collected data from 84 respondents was analysed through a multiple regression. This showed that in the model, the independent variables could predict 69% of thevariance in the dependent variable with statistical significance. The independentvariable that proved to have the greatest uniquely significant predictive power wasautonomy. The study shows that the analysed independent variables have a strongability to predict job satisfaction.

Student success and motivation are issues that baffle parents and educators. Various factors go a long way in explaining why these educational phenomena occur. Current research has confirmed that issues such as parental involvement, home life, attitude, intellect, and teacher and student relations and rapport have an impact on motivation and future success of students. This research project focused on students' perceptions of factors that affect their success and achievement. These factors were categorized into four areas: intrapersonal influences, parental influences, educational influences, and external influences. These areas were explored in an attempt to promote an awareness of the factors necessary for student success. The purpose of this study was to examine the perceptions of honor and at-risk high school students regarding achievement factors. The method of acquiring information for this phenomenological study was exclusively through indepth interviews. The study was limited to 16 students at a specific Northeast Tennessee high school. Sixteen students were selected from a stratified purposeful sample. Eight students were selected from the top 10% of their class and eight students were selected from the bottom 10% of their class. Each interview contained semistructured and open-ended questions. The questions were prewritten but flexible in interview presentation. The results of this study should promote an awareness of the factors that foster success and those that are detrimental to the success of all students. This awareness might motivate educators to work harder at preventing students from slipping through the cracks. 

Background: Participation in physical activities (PA) is vital for the well-being of children and young adults with disabilities, yet barriers hinder their engagement. With the United Nations reporting 150 million children with disabilities, understanding the self-determination theory (SDT) role in promoting PA participation is essential for improving their health and well-being. It aimed to explore how intervention based on SDT facilitates the possible determinants for PA participation in children and young adults with disabilities (CAYAWD). Methods: A systematic review approach was employed. Databases like PubMed, PsycINFO, and CINAHL were searched for studies published between 2006 and 2022. Inclusion and exclusion criteria were applied, and the quality of the selected studies was assessed using relevant checklists from SBU, 2018. Data synthesis included intervention, description, participant characteristics, and quality evaluation. Results: This review analyzes seven studies on interventions for physical activity in CAYAWD based on SDT. Participants totalled 341 (mean age 12.6 years) with various conditions. Studies used motivational climates or basic psychological needs (BPN) in designing the interventions to enhance autonomous (intrinsic) motivation and improve needs satisfaction to increase PA. Significant effects included improved PA, need satisfaction and autonomous motivation. The measurement instruments had acceptable validity and internal consistency. Qualities of the included studies were moderate to high. The overall strength of the evidence was moderate.  Conclusion: It emphasized that intrinsic motivation and need-satisfaction act as possible determinants for participation in PA among CAYAWD. It provides valuable insights into the importance of motivational climates in PA settings. The limited number of studies urges the need for interventional studies based on SDT among CAYAWD.

Syftet med den här studien var att undersöka om teamsammanhållning, teammedlemmars inre motivation och psykologisk trygghet kan predicera teameffektivitet i eventprojekt. För att besvara studiens syfte genomfördes en kvantitativ tvärsnittsstudie och data samlades in via en webbaserad enkät. Studiens deltagare bestod av personer som ingått eller ingår i projektteam som jobbat eller jobbar med eventprojekt. En multipel regressionsanalys genomfördes och resultatet visade att de oberoende variablerna teamsammanhållning, inre motivation och psykologisk trygghet tillsammans kan predicera teameffektivitet i eventprojekt. Både teamsammanhållning och psykologisk trygghet hade unikt signifikanta bidrag till förklaringsmodellen och inre motivation hade inte ett unikt signifikant bidrag. / The aim of this study was to investigate whether team cohesion, team members' intrinsic motivation and psychological safety can predict team effectiveness in event projects. To answer the purpose of the study, a quantitative cross-sectional study was conducted and data was collected via a web-based survey. The study's participants consisted of people who were or are part of project teams who worked or are working with event projects. A multiple regression analysis was carried out and the result showed that the independent variables team cohesion, inner motivation and psychological safety together can predict team effectiveness in event projects. Both team cohesion and psychological safety had uniquely significant contributions to the explanatory model, and intrinsic motivation did not have a uniquely significant contribution.

This study examined the influence of instructional technology on Spanish as a Foreign Language (SFL) vocabulary acquisition and the intrinsic motivation language learners present while learning vocabulary in a second language. A quasi-experimental design helped determine the impact of the instructional technology intervention using Quia and Quizlet to learn vocabulary over direct instruction. A nonrandom convenience sample of (N = 47) participants was divided into the experimental group (n = 25) and control group (n = 22). Data was collected from face-to-face interactions. Participants were secondary Spanish two students, ages 14–17, and from a north Texas public school. I taught 10 lessons over 10 days during a 30–45-minute instructional technology or direct instruction activity independently. The findings revealed whether the strategies, (a) instructional technology or (b) direct instruction, have a significant impact on Spanish vocabulary acquisition and student intrinsic motivation. The study's findings were derived from independent t-tests, which indicated that using instructional technology did not impact vocabulary acquisition over participants learning through a direct instruction method. Student intrinsic motivation was also not impacted. The analysis determined no significant impact between instructional strategies or the student's intrinsic motivation while learning vocabulary in a second language. While this study provides practical methods to implement in a classroom for language learners, the recommendations are intended for all educators to guide and teach language development and implement instructional lessons that influence students' vocabulary acquisition using motivating strategies.

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