The focus of this study is injured female netball players‟ motivation when they return to their sport from serious injuries. The purpose of the study is to provide a rich description of the motivation which allows these players to return to their sport and continue in their chosen field. Motivation is a vital component in injury rehabilitation, as it provides the drive that allows rehabilitation to occur. Two theories of motivation are examined in this study, namely the achievement goal theory of motivation and the theory of intrinsic motivation, extrinsic motivation and amotivation. These theories highlight the argument that motivation occupies a continuum between being internally or externally determined. A qualitative phenomenological perspective was used to investigate the motivation of injured netball players. This made it possible to explore individual players‟ experiences of their injury. A semi-structured interview was conducted with each player to allow each player‟s experiences to be heard. The interviews were then transcribed. Thematic content analysis of the transcribed interviews revealed two main themes: the inevitable return and identity. The analysis showed that, for these netball players, their motivation to return to playing netball was based on an internal drive to regain an inherent part of their identity. Copyright / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted

Numerous social and educational psychologists propose that intrinsic motivation generated by personal interests and spontaneous satisfactions is qualitatively different from extrinsic types of motivation generated by external compensations and also that intrinsic motivation is more beneficial to learning than extrinsic types of motivation. However, in the field of neuroscience, intrinsic motivation has been little studied while extrinsic types of motivation (e.g., incentive motivation) have been thoroughly studied. The purpose of the present studies was to expand the neural understanding of motivation to include intrinsic motivational processes. To do so, a series of three event-related functional magnetic resonance imaging (fMRI) studies were conducted. Study 1 and Study 2 compared the neural activities when participants decided to act for intrinsic reasons (i.e., self-determined volitional and agentic behavior) versus when they decided to act for extrinsic reasons (i.e., non-self-determined volitional and agentic behavior). Both studies showed that the anterior insular cortex, known to be related to a sense of agency, was more activated during self-determined behavior associated with intrinsic reasons for acting while the posterior parietal regions (e.g., posterior cingulate cortex, angular gyrus), known to be related to a sense of a loss of agency, were more activated during non-self-determined behavior associated with extrinsic reasons for acting. These findings confirm the existence of neural-based intrinsic motivational processes, differentiate intrinsic motivation from incentive motivation, and document the important neural activities which function for generating self-determined agentic action. Study 3 examined these same neural activities as participants engaged in interesting and uninteresting versions of two experimental tasks. Results confirmed the results of the earlier two studies, as the anterior insular cortex was more recruited when participants performed the interesting, but not the uninteresting, version of the tasks. Results also extended the findings from Studies 1 and 2 in an important way in that the ventral striatum, a well-known brain region for reward processing, was more activated when participants performed the interesting, but not the uninteresting, version of the experimental tasks. These findings suggest that intrinsic motivation is generated based on the feeling of intrinsic need satisfaction (from anterior insular cortex activations) and the feeling of reward (from ventral striatum activations). Overall, the present research established three new findings: (1) the neural bases of intrinsic motivation lies largely in increased anterior insular cortical activities; (2) when people made decisions about self-determined intrinsically-motivated behavior, they show enhanced insular cortical activities and suppressed posterior parietal cortical activities; and (3) when people engaged in actual self-determined intrinsically-motivated behavior, they show enhanced insular cortical and ventral striatal activities. In establishing these new findings, the paper introduces a new area of study for motivational neuroscience--namely, intrinsic motivation.

Modern education systems tend to focus on the use of external pressures to motivate students to learn. Intrinsic motivation - motivation to do something because it is enjoyable in and of itself – by contrast, is more valuable in these environments as it has multiple benefits, such as better conceptual understanding and more sustained learning behaviour. The primary way to facilitate intrinsic motivation is to meet the three basic psychological needs of autonomy, competence and relatedness. Games are inherently effective at satisfying these needs and have in recent years begun to be used in non-game contexts, like education, in order to attempt to improve motivation. This is commonly known as gamification, although gameful design is the more beneficial counterpart thereof since it is directly based on a deep understanding of what makes games good motivators. This study addresses the question of how gameful design can be used to facilitate intrinsic motivation in a tertiary education setting. This is done through an examination of existing literature in order to inform the design of a gameful intervention, which is the focus of this research. This intervention includes a new website, additional exercises on course content as well as changes to lectures. The intervention (in the form of a pilot study and a final implementation) is used in a first year undergraduate module in the Multimedia degree at the University of Pretoria. When the intervention has been used by the students for a full semester, data are collected in the form of questionnaires, focus groups, Google Analytics, website database logs and observation. The results indicate that the gameful intervention meets the three basic psychological needs of those students who interacted with it. As a result of this, students are more intrinsically motivated to interact with the intervention and therefore spend more time engaging with the course content. This study contributes a list of guidelines for educators wishing to use gameful design in their own modules. It also provides the details of the design of the intervention in order to aid the understanding of how gameful design can be used to facilitate intrinsic motivation. This approach to “gamifying” education is rare in the existing literature and can therefore be considered a valuable contribution. / Dissertation (MIS)--University of Pretoria, 2018. / Information Science / MIS / Unrestricted

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Motivation is what drives us to reach our goals and desires in life. As of today, we are witnessing a global movement that consists of fitness and social media. Both embodiments tend to fuel each other, paving the way for new forms of motivation to rise and influence us daily. Within this research, these forms of motivation will be analyzed through a quantitative method and shed light upon what motivates us to join the global fitness movement. The main purpose is to find out if people’s motivation comes from within or is being driven by external factors. These two differences, through the chosen theory of Self-Determination are intrinsic motivation and extrinsic motivation. They will determine whether people exercise out of inner or outer motivation. By the usage of an online survey, it was shown that most people tend to exercise out of intrinsic motivation. Thus, being beneficial toward their wellbeing and long-term motivation. However, the minority that unfortunately is driven by extrinsic motivation, could potentially harm their motivation and wellbeing. This concludes a mixed combination of both intrinsic and extrinsic motivation but ultimately leans more towards inner motivation.

Abstract   Date:                           2020/06/02   Level:                          Bachelor thesis in Business Administration, 15 cr   Institution:                  School of Business, Society and Engineering, Mälardalen University Authors:                      D’alessandro Maximillian            &       Mills Dominic                            (1995/02/11)                                                    (1998/09/26)   Title:                            Why international marketing? - A study on the underlying motivational factors behind international marketing students choice of higher education   Tutor:                          Andreas Pajuvirta   Keywords:                   Motivation, students, consumer behaviour, hedonism, utilitarism, intrinsic motivation, extrinsic motivation   Research question:      Which motivational factors affect students when choosing the international marketing programmes in Sweden?   Purpose:                     The aim of this study is to contribute to a greater understanding of the existing, limited research regarding the motivational factors behind international marketing students choice of course. Furthermore, the study aims to create a holistic view of what motivational factors affect international marketing students when choosing their course.   Method:                       The study commenced with a quantitative approach, where a survey-study was employed in order to create a holistic view of the respondent’s motivations behind their academic choice. In order to delve further into these motivational factors, a qualitative focus-group was also used. The study’s collected data has been coded, grouped, and analysed with the study’s theoretical framework in mind. Furthermore, the study’s research question and purpose have been used as the outline for the closing chapters.   Conclusion:                 This study has shown that international marketing students employ a utilitarian manner of thinking, where they prioritise future possibilities and the end-goal when choosing higher educational courses. This utilitarian way of thinking is founded on an intrinsic motivation which is connected to their inherent interest for marketing. / Sammanfattning   Datum:                        2020/06/02   Nivå:                           Kandidatuppsats i företagsekonomi, 15 hp   Institution:                  Akademin för Ekonomi, Samhälle och Teknik, EST, Mälardalens Högskola.   Skribenter:                  D’alessandro Maximillian                                  Mills Dominic                                      (11/02/1995)                                          (26/09/1998)   Titel:                           Varför internationell marknadsföring? - En studie om internationella marknadsföringsstudenters motivationer bakom deras programval   Handledare:                Andreas Pajuvirta   Nyckelord:                  Motivation, studenter, konsumentbeteende, hedonistisk motivation, utilitaristisk motivation, intern motivation, extern motivation   Frågeställning:           Vilka motivationsfaktorer ligger till grund för studenters utbildningsval på de internationella marknadsföringsprogrammen i Sverige?   Syfte:                          Syftet med studien är att tillföra en större förståelse till den befintliga, begränsade, vetenskapliga forskningen kring de motivationsfaktorer som ligger till grund för internationella marknadsföringsstudenters utbildningsval i Sverige. Studien ägnar sig åt att skapa en sammanställd bild av vad som motiverar internationella marknadsföringsstudenter till att studera vid deras valda program.   Metod:                        Studien inleddes med en kvantitativ ansats där en enkätundersökning utfördes i syfte att sammanställa en helhetsbild av respondenternas motivationer. I syfte att skapa en djupgående förståelse av dessa motivationer utfördes även en fokusgrupp av en kvalitativ karaktär. Studiens insamlade data har kodats, tematiserats och sedan analyserats med hjälp av studiens teoretiska referensram. Studien förhåller sig dessutom till dess syfte och frågeställning i utformningen av hela arbetet, men särskilt i studiens diskussion, samt slutsats.   Slutsats:                      Denna studie visar att internationella marknadsföringsstudenter agerar utifrån ett utilitaristiskt tankesätt som överväger framtida möjligheter. Detta utilitaristiska tankesätt grundas i en intern motivation som är kopplat till deras intresse för ämnet marknadsföring.

Elevers mindset har en stor roll i hur elever tar till sig ny kunskap och utvecklas i skolan. Detta är något som ställer till det för lärare och deras roll som utbildare. Syftet med studien är att undersöka om lärare anser att elever har olika mindset och hur det kan ge sig till uttryck. Vidare är syftet att ta reda på om lärarna upplever att olika arbetsmetoder är effektiva för att utveckla elevers mindset. Undersökningen genomfördes med hjälp av den kvalitativa metoden intervju där 10 matematiklärare intervjuades. Den insamlade data analyserades med hjälp av self-determination theory, self-efficacy theory och målorienteringsteorin vilka alla är motivationsteorier. Resultatet visar att många lärare arbetar med de metoder som anses framgångsrika vilka är feedback eller återkoppling, grupparbete, EPA-modellen och autonomi, de försöker även ta hjälp av föräldrar vilket även det ses som en framgångsfaktor. Resultatet visar även att det är svår att nå de elever som inte tror att de kan och låser sig men att de eleverna med detta mindset, statiskt, inte är så många. Studien har öppnat ögonen för många lärare som har ökat sin förståelse för de eleverna med ett statiskt mindset och att de eleverna behöver ytterligare stöd. / The student mindset plays a major role in how students acquire new knowledge and develop in school. This is something that complicates things for teachers and their role as educators. The purpose of the study is to investigate whether teachers believe that students have different mindsets and how it can be expressed. Furthermore, the purpose is to find out if teachers feel that different working methods are effective in developing students' mindset. The survey was conducted using the qualitative method interview in which 10 mathematics teachers were interviewed. The data collected were analyzed using self-determination theory, self-efficacy theory and goal orientation theory which are all motivation theories. The result shows that many teachers work with the methods that are considered successful which are feedback, group work, the EPA model and autonomy. They also try to take help from parents which is also seen as a success factor. The result also shows that it is difficult to reach the students who do not think they can, but that the students with this mindset, statically, are not so many. The study has opened the eyes of many teachers who have increased their understanding of those students with a static mindset and that those students need additional support.

Previous research has shown that job satisfaction contributed to better employee engagement and intention to stay in organizations. Hotel employees who are satisfied with their job pursue their job tasks in a quality manner which possibly will establish competitive advantage for hotel organizations. This study extended the prior work of intrinsic motivation from the job itself based on Job Characteristics Model by examining: (1) the differences in job satisfaction of chain hotel employees from three generations; Baby Boomers, Generation X, and Millennials, and (2) to compare and contrast the generational perspectives on job satisfaction. The job satisfaction was measured in terms of the core job characteristics, critical psychological states, aspects of the jobs, and feeling of other employees with similar jobs. The Job Diagnostic Survey (JDS) was used in this study with some demographic questions. A purposive sample of 108 chain hotel employees from five hotel chains in three counties in southern Illinois participated in this survey. One way ANOVA and Welch ANOVA were conducted to investigate the differences between groups. The Games-Howell post-hoc test was used to confirm group differences. Overall differences were found between Baby Boomers and Millennials and between Baby Boomers and Generation X. There were no overall differences found between Generation X and Millennials. The findings indicated that Baby Boomers have the most engagement in the workplace and have more intention to stay in hotel organizations.

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Background: The shortage of teachers in Sweden is an ongoing problem and is expected to continue. The preschool profession seems to be more unattractive which in turn might be a cause of low work motivation, but why? This made it interesting to investigate the work motivation amongst preschool teachers to see what factors that might cause the low work motivation. Purpose: The purpose of the study is to examine the intrinsic factors of work motivation for preschool teachers and how a manager might impact their work motivation. This thesis will be examined and connected to the Self Determination Theory. Method: This is a qualitative study with an inductive approach. Data were collected qualitatively through semi-structured interviews with seven respondents, two managers, and five preschool teachers from different schools. Using Gioia's coding method the information from the interviews was analyzed. The Self-determination theory was found to be the foremost applicable theory to use, as a result, intrinsic motivation became the first focus of this thesis. Conclusion: The main factors that affect the work motivation for preschool teachers are three aggregate dimensions, feeling of efficiency, opportunity to influence, and a sense of belonging which were conducted with help from the SDT and Gioia methodology. It was also recognized that managers had a big impact on how all these three aggregate dimensions were fulfilled.