<p>We live in an information society where we are constantly surrounded by the "written" language and therefore the demands on the individuals writing are very high. One of the issues in many schools has been how to motivate the students writing. This undergraduate thesis involves motivation and the purpose this project is to investigate how different teachers motivate their students writing. For this purpose four teachers working at the same school (grade 4-6) were interviewed. Many of the theories from the theoretical section have been used in order to understand and analyse the information gained from the teachers.</p><p>Earlier research indicates that lack of motivation blocks learning while other scientists claim that children are seeking creatures by nature and motivation is not necessary. When it comes to writing, research indicates that it is nearly always the teacher who decides what the students should write and how the text should bee. Lpo 94 advocates student influence since education should confirm the students’ demands and conditions.</p><p>Judging from the result of the teachers’ interviews one can claim factors as boring writing assignments, unclear instructions, lack of imagination, decreasing reading aloud and too much influence by computers as some of the reasons for lack of motivation concerning students’ writing. This study further indicates that although the teachers working at the same school different strategies are used for motivating students writing. Some of the teachers use pictures in order to expound on their students imagination. Others give a beginning of a text so that the students can build on it and complete the story. A constantly recurring pattern is that the teachers don’t allow their students to decide what to write about in order not to create too much confusion. Many teachers claim that lack of time is also a big problem.</p> / <p>Vi lever i ett kunskapssamhälle, där vi är omringade av</p><p>skriftspråket. Det i sig ställer höga krav på den enskilda individen och dennes skrivförmåga.</p><p>Syftet med uppsatsen har varit att ta reda på hur olika pedagoger jobbar för att motivera omotiverade elevers skrivande, samt hur det dialogiska klassrummets vara eller icke vara påverkar skrivandet.</p><p>Undersökningen är kvalitativ då jag för att nå mitt syfte har intervjuat fyra verksamma lärare. Resultatet baserar sig på lärarnas utsagor.</p><p>Forskning visar att brist på motivation är ett hinder för inlärning samtidigt som det finns forskare som hävdar att barn av sin natur är sökande varelser, som inte behöver motiveras. När det gäller skrivning, visar forskning på att det nästan alltid är läraren som bestämmer vad som ska skrivas eller hur texten ska vara. Lpo 94 förespråkar elevinflytande, man menar att undervisningen ska utgå från deras behov och förutsättningar.</p><p>Av resultatet framgår det att lärarna ser faktorer som tråkiga skrivuppgifter, otydliga instruktioner, brist på fantasi, minskad högläsning och för mycket datoranvändning som anledning till att elever inte känner sig motiverade till att skriva. Resultatet av min undersökning visar även att lärare på samma skola använder olika strategier för att motivera elevers skrivande, bl. a. använder man sig av bilder för att eleverna ska utveckla ett beskrivande tänkande. Genom att låta eleverna skriva på berättelser, där inledningen är klar, hoppas lärarna att eleverna kommer i gång snabbare. En återkommande mönster, är att lärarna inte låter sina elever bestämma skrivämne.</p>

We live in an information society where we are constantly surrounded by the "written" language and therefore the demands on the individuals writing are very high. One of the issues in many schools has been how to motivate the students writing. This undergraduate thesis involves motivation and the purpose this project is to investigate how different teachers motivate their students writing. For this purpose four teachers working at the same school (grade 4-6) were interviewed. Many of the theories from the theoretical section have been used in order to understand and analyse the information gained from the teachers. Earlier research indicates that lack of motivation blocks learning while other scientists claim that children are seeking creatures by nature and motivation is not necessary. When it comes to writing, research indicates that it is nearly always the teacher who decides what the students should write and how the text should bee. Lpo 94 advocates student influence since education should confirm the students’ demands and conditions. Judging from the result of the teachers’ interviews one can claim factors as boring writing assignments, unclear instructions, lack of imagination, decreasing reading aloud and too much influence by computers as some of the reasons for lack of motivation concerning students’ writing. This study further indicates that although the teachers working at the same school different strategies are used for motivating students writing. Some of the teachers use pictures in order to expound on their students imagination. Others give a beginning of a text so that the students can build on it and complete the story. A constantly recurring pattern is that the teachers don’t allow their students to decide what to write about in order not to create too much confusion. Many teachers claim that lack of time is also a big problem. / Vi lever i ett kunskapssamhälle, där vi är omringade av skriftspråket. Det i sig ställer höga krav på den enskilda individen och dennes skrivförmåga. Syftet med uppsatsen har varit att ta reda på hur olika pedagoger jobbar för att motivera omotiverade elevers skrivande, samt hur det dialogiska klassrummets vara eller icke vara påverkar skrivandet. Undersökningen är kvalitativ då jag för att nå mitt syfte har intervjuat fyra verksamma lärare. Resultatet baserar sig på lärarnas utsagor. Forskning visar att brist på motivation är ett hinder för inlärning samtidigt som det finns forskare som hävdar att barn av sin natur är sökande varelser, som inte behöver motiveras. När det gäller skrivning, visar forskning på att det nästan alltid är läraren som bestämmer vad som ska skrivas eller hur texten ska vara. Lpo 94 förespråkar elevinflytande, man menar att undervisningen ska utgå från deras behov och förutsättningar. Av resultatet framgår det att lärarna ser faktorer som tråkiga skrivuppgifter, otydliga instruktioner, brist på fantasi, minskad högläsning och för mycket datoranvändning som anledning till att elever inte känner sig motiverade till att skriva. Resultatet av min undersökning visar även att lärare på samma skola använder olika strategier för att motivera elevers skrivande, bl. a. använder man sig av bilder för att eleverna ska utveckla ett beskrivande tänkande. Genom att låta eleverna skriva på berättelser, där inledningen är klar, hoppas lärarna att eleverna kommer i gång snabbare. En återkommande mönster, är att lärarna inte låter sina elever bestämma skrivämne.

In the last decade outdoor and recreational activities hence white-water rafting gained more attention in the sport market. According to the Ministry of Culture and Tourism of Turkey, every year around 600.000 local and foreigner people are purchasing and participating in the white-water rafting activity as outdoor and recreational consumers. However, there has been little research done on outdoor and recreational sports participants. In particular, the reason why consumers participate in outdoor and recreational activities has not been investigated in the local market although the number of participants is rapidly extending. Since motivation and decision making behavior is a significant determinant of sport. participation, it is essential for the sport marketers to understand and evaluate psychological needs and motivations of outdoor sport participants. The purpose of this study is to analyze motivational factors of individuals as consumers who become involved in a daily rafting trip as an outdoor and recreational sport. The current research has been modified and applied from the survey of motivations of the sport consumer which was developed by McDonald and Milne (1999). The original instrument includes 43 items which represent 13 motivation factors. The survey questionnaire attempts to define and portray the Turkish white-water rafting consumers by analyzing the thirteen constructs on 517 white-water rafting trip participants and adapt the Milne &amp / McDonald&rsquo / s (1999) Motivation of the Sport Consumer Scale to Turkish culture by examining Turkish outdoor and recreational sport consumers in the case of a daily white water rafting rafting trip. To determine the dimensional structure of the items chosen and to assess the adequacy of motivational factors of the rafting consumers, data were subjected to exploratory factor analysis. Maximum Likelihood factor method was used to extract possible factors, followed by an oblique rotation to identify stable factor loadings for each item. Results of the exploratory factor analysis indicated the existence of a nine dimensions, (Self actualization &amp / self esteem, aggression, physical fitness, social facilitation, achievement &amp / competition, stress release, affiliation &amp / aesthetics, risk taking, value development) in 43-item, scale that accounted for 56.654% of the common variance. According to the results of the second factor analysis generated to define the 4 sub factors , the first factor that labeled as &lsquo / Mental well being needs&rsquo / was defining the 26.131 % of the common variance. The second factor &lsquo / Sport based needs&rsquo / was defining the 6.569 % of the common variance. The third factor which was including only the &lsquo / physical fitness&rsquo / construct / defined the 6.523 % of the common variance and labeled as Fitness needs. Finally the fourth factor which was labeled as social well being needs defined the 5.116 % of the common variance and contained the social facilitation and affiliation constructs. .

In the following thesis we studied the development of performance motivation of pupils and its possible mutual connection with external evaluation according to relation norms. In the theoretical part we deal with scientific solutions of terms as performance motivation and relation norm. Mainly we concentrate on the analysis of the so called process model of performance motivation and on the analysis of types of relation norms. We also investigate in detail the issues of genesis of fear and anxiety of individuals during performance activities. We also occupy ourselves with the issues of causal attributions and different perspectives of term range of internal and external motivation. Subsequently, we made causal links between theoretical solutions and school performance. In this part we refer in particular to works of Heckhausen and Rheinberg. In the practical part we present a research, which is focused on the search for links between the use of individual relation norms in pedagogical situations of a teaching lesson and the development of performance motivation of pupils. In the research we took advantage of combination of quantitative and qualitative investigation. Triangulation of these methods helped us to understand better the contemporary school reality and to obtain relatively clear and...