published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / abstract / Psychology / Master / Master of Philosophy

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

<p>Sammanfattning</p><p>Uppsatsen handlar om motivation utifrån ett lärarperspektiv. I ett försök att få en bild av begreppet motivation har idén varit att granska utgiven litteratur och publicerad forskning inom området. Med förhoppningen om att skaffa en verklighetsnära bild av hur lärare beskriver och resonerar kring begreppet har empiriska studier i form av intervjuer genomförts.</p><p>Genom att välja socialkonstruktionistisk teori som förhållningssätt har möjligheten givits att studera det som sägs i intervjuerna, utan att ifrågasätta huruvida detta är en korrekt beskrivning av verkligheten eller inte. Inom teorin ges språket en stor betydelse då det är genom detta förståelsen för omvärlden skapas.</p><p>Resultatet bygger på två intervjuer som vid olika tillfällen genomförts med en och samma lärare. Avsikten med intervjuerna har dels varit att följa lärarens resonemang rörande motivation på ett allmänt plan och dels med utgångspunkt från hur denne arbetar med området.</p><p>Undersökningen visar att det resonemang som förs tycks följa det som tidigare forskning redan beskrivit. En aspekt som framstår som speciellt viktig i den här undersökningen är behovet av en god relation mellan lärare och elev. Denna behöver nödvändigtvis inte skapas vid det första mötet mellan dem utan kan växa och utvecklas allteftersom arbetet och samarbetet pågår. I ett avseende skiljer sig resultatet från tidigare forskning. I tidigare publicerat material betonas vikten av att vardagsanknyta kurser. I undersökningen framförs ett resonemang kring huruvida detta omfattar alla elever eller inte.</p> / <p>Abstract</p><p>The essay concerns motivation from a teacher’s perspective. As an attempt to get an image of the conception of motivation the idea have been to examine released literature and published science in the field. In the hope of getting an illustration close to reality about how teachers describe and discuss the field, empirical studies in order of interviews have been carried out.</p><p>By choosing social constructivism as theory and standpoint, the possibilities have been given to study statement in interviews, without question if it is a correct description of the reality or not. Within the theory the language is given a great importance when it is through the language the understanding for the surrounding world is created.</p><p>The result is based on two interviews with one teacher alone. The intentions with the interviews have partly been to follow the teacher’s reasoning concerning motivation on a general level and also as a starting-point for understanding how this teacher uses this knowledge in practice.</p><p>The result of the study shows how the reasoning seems to follow what previous science already have described. One aspect which appears as particular important in this study is the need of a good relation between teachers and students. This do not necessarily have been created in the first meeting between them but can also grow and develop as the work and co-operation continues. In one reference the result differs from previous science. Earlier published material emphasizes the importance of connections to everyday life in courses. In study the teacher is reasoning about if this is applicable to all students or not.</p>

Research with adolescence demonstrates school involvement and attachment greatly influences students' outcomes and choices outside of their school environment. Many studies have addressed whether delinquent behavior while in adolescence is associated with various aspects of schooling, but there is limited research looking at the long-term effects schooling has on criminal behavior in adulthood. The purpose of this study was to assess whether students' attachment to their school or involvement in extracurricular activities at school shapes students' outcomes in adulthood--specifically their criminality and likelihood of being arrested. In addition, this study took on a gendered relationship, examining how gender moderates the associations between attachment and adult crime, and involvement and adult crime. The study took a quantitative approach using Waves 1 and 4 of the National Longitudinal Study of Adolescent Health. Findings indicate that a students' attachment to school is negatively associated with the likelihood of being arrested as an adult. In addition, the likelihood of adult criminal behavior is negatively associated with students' school involvement. Lastly, in this study I found that gender acts as a moderating mechanism between attachment and criminality, as well as sports involvement and arrested as an adult. Thus, this research adds to the established field, which has demonstrated how school involvement and attachment improve outcomes in adolescence, by showing that these positive experiences impact downstream outcomes such as criminal behavior in adulthood.

This investigation is concerned with determining the value, if any, of certain curiosity constructs and thought skill experiences upon "raw score" responses of black sixth grade pupils to selected standardized and experimenter made tests. The major purpose of this study is to determine whether the curiosity levels of black children will be increased and if gains will be made in reading comprehension and responses when selected questioning procedures are used. The study is confined to teacher-directed instructional situations where pupils are engaged in reading acts.

This study was made to determine the relationship between n Achievement, the McClelland technique measure of achievement motivation obtained from picture-story protocols, and academic achievement in elementary school children. The California Achievement Tests Battery was used as the criterion for academic achievement.