Work motivation prevails when there is alignment between individual and organisational goals. Work motivation also comes into being when achievement of organisational goals is associated with personally desired outcomes, such as a sense of achievement or personal gain. While work performance is dependent on, or limited by, resource availability and worker competencies, the presence of these factors is not sufficient as such, to ensure desired worker performance. This is the reason why companies all over the world consciously include motivating employees as part of their strategies. When a company embarks on strategies to motivate employees without specific goals, those strategies will not be as beneficial to the company, and outcomes may not be as positive as the strategy makers may have hoped for. Specific goals in terms of strategy and performance must be stipulated beforehand and ways to measure the required performance standards should be in place. Employees should be made aware of such efforts and how their performance will be measured. A company that makes an effort to motivate its employees will remain competitive and more productive in the long run. This dissertation seeks to establish whether motivational strategies implemented at Metsimaholo District Hospital have achieved the required results of improving employees' performance. For any company to survive and stay competitive, it is very important that its employees are motivated, because motivated employees in a motivating environment will easily be driven to believe that if they put more effort in performance, their needs will be met. When employees feel their personal needs are met at their workplace, they find fulfilment through performance of their duties. They become productive and the company can achieve its production needs and reach its desired level of service delivery. In its attempt to meet critical employee needs to ensure better performance, Metsimaholo District Hospital has implemented different motivational strategies, which are discussed in this study, namely: Performance Development Management System; Occupational Specific Dispensation; Training; Financial rewards; Supportive management and leadership; and Individual employee locus of control. Feedback received from the empirical investigation shows that the abovementioned motivational factors have an impact on the way employees perform their duties. When implemented correctly, they encourage employees to perform their duties better. On the other hand, if they are not implemented correctly, or are perceived by the employees as not beneficial to them, or as not assisting to meet their personal needs, they can de-motivate employees and negatively affect their performance. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

Work motivation prevails when there is alignment between individual and organisational goals. Work motivation also comes into being when achievement of organisational goals is associated with personally desired outcomes, such as a sense of achievement or personal gain. While work performance is dependent on, or limited by, resource availability and worker competencies, the presence of these factors is not sufficient as such, to ensure desired worker performance. This is the reason why companies all over the world consciously include motivating employees as part of their strategies. When a company embarks on strategies to motivate employees without specific goals, those strategies will not be as beneficial to the company, and outcomes may not be as positive as the strategy makers may have hoped for. Specific goals in terms of strategy and performance must be stipulated beforehand and ways to measure the required performance standards should be in place. Employees should be made aware of such efforts and how their performance will be measured. A company that makes an effort to motivate its employees will remain competitive and more productive in the long run. This dissertation seeks to establish whether motivational strategies implemented at Metsimaholo District Hospital have achieved the required results of improving employees' performance. For any company to survive and stay competitive, it is very important that its employees are motivated, because motivated employees in a motivating environment will easily be driven to believe that if they put more effort in performance, their needs will be met. When employees feel their personal needs are met at their workplace, they find fulfilment through performance of their duties. They become productive and the company can achieve its production needs and reach its desired level of service delivery. In its attempt to meet critical employee needs to ensure better performance, Metsimaholo District Hospital has implemented different motivational strategies, which are discussed in this study, namely: Performance Development Management System; Occupational Specific Dispensation; Training; Financial rewards; Supportive management and leadership; and Individual employee locus of control. Feedback received from the empirical investigation shows that the abovementioned motivational factors have an impact on the way employees perform their duties. When implemented correctly, they encourage employees to perform their duties better. On the other hand, if they are not implemented correctly, or are perceived by the employees as not beneficial to them, or as not assisting to meet their personal needs, they can de-motivate employees and negatively affect their performance. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

The aim of this study is to conduct a systematic review of the research literature that has been done previously on the subject of motivation and motivational strategies in the EFL classroom. Furthermore, the gathered material will be compared and analyzed. The research questions are based on how motivation and motivational strategies have been defined by previous researchers and what the pedagogical implications are for the Swedish context related to the previous research. The material behind the study is eight articles that all talk about one or more of the four motivational strategies, intrinsic, extrinsic, instrumental and integrative. The majority of the studies argue that the intrinsic motivational strategy is the most valuable, however they all agree that it takes more than one motivational strategy and other factors to build student motivation. These articles have been analyzed with a content analysis and thereafter the articles have been categorized.  The result of this study shows that the majority of the analyzed material mentions or recommends the intrinsic motivational strategy, how the motivation from within where a person does something because they simply want to do it is the most powerful sort of motivation. However, some of the previous researchers indicate that there are more factors involved in a student’s motivation then just one strategy, for example the relationship between a teacher and a student or a combination of different motivational strategies. The research and researchers are consistent with the fact that you need motivation and motivational strategies in the EFL classroom to increase learning.

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This study explored the relationship between the use of motivational strategies by Albanian and Japanese teachers and the observed and reported motivation of missionaries at the Missionary Training Center (MTC) for The Church of Jesus Christ of Latter-day Saints in Provo, Utah. The aim of this study was to collect baseline data about the motivational strategies already employed by teachers in the Albanian and Japanese areas of the MTC and to explore the relationship that the teachers' use of these strategies has with the motivation of the respective missionaries. The data for this study was collected from seven teachers and 28 learners during a series of observations using a modified version of the Motivation Orientation of Language Teaching (MOLT), a classroom observation instrument developed by Guilloteaux and Dörnyei (2008). The MOLT is used to record the observable motivated behavior of learners as well as the motivational practices of the teachers according to Dörnyei's (2001) foreign language classroom motivational strategy framework. Each participating class was observed using the MOLT three times during the missionaries' nine-week stay in the MTC. The data from the observations was supplemented with teacher and learner surveys administered during the first and final weeks of the study period. Not only was this study useful for collecting valuable information about teaching practice at the MTC, but it also adds a new dimension to the empirical research that has been done in motivation in second language acquisition by expanding the research to English speakers being taught in foreign languages, whereas most research had been focused in ESL and EFL contexts. It is the first study to combine surveys with an observation component in target languages other than English. The results of this study support previous findings that teacher use of motivational strategies does indeed correlate significantly with learner motivation.

The purpose of this study is to investigate students’ opinions of factors that influence student motivation in a positive way, as a means to identify school improvement processes that can be initiated. In schools where one wishes to strengthen teacher awareness of factors that scientific studies have found crucial for boosting student motivation, the results of this study can be used as a starting point.  Data has been collected using a quantitative questionnaire that was filled out by students at a primary school in a municipality in the west of Sweden. The questionnaire investigates students’ opinions on factors that scientific studies point out as important for student motivation. The study shows that there is a coherence between the factors that science points out as important for student motivation, and what the students indicate is typical of what they experience in school. Regardless of sex or grade the coherence is consistent. The factors that students point out as most important for student motivation is “that the teacher instructs me how to solve a task correctly”, “that the teacher believes in my ability”, “that the teacher lets me take part in planning how we work”, and ”that the teacher gives me assignements that I can manage”. For one of these factors there is lesser coherence between what students say is important for student motivation, and what they indicate is typical of what they experience in school. The students indicate that “that the teacher lets me take part in planning how we work” is crucial for student motivation. When it comes to what the students say is typical for what they experience in school, they indicate this factor to a lesser extent.

Individual differences have been of special interest in the field of second language acquisition for decades. Recent studies show special interest in the stability of various individual differences. The results, however, have not proven to be coherent. This thesis aimed to investigate individual differences of Swedish students enrolled in a German course in 2011 and addressed the issue of stability and correlation, in terms of personality, motivation/attitude and communication strategy use. Furthermore, teachers' perception of their students‟ individual differences, as well the enhancement of ID factors in the language classroom were determined. The results could not verify recent criticism on previous individual difference research, since ID factors analyzed proved to be stable and to be highly correlated with each other. Especially the correlation between anxiety and extroversion, as well as communication strategy use proved to be interesting. Furthermore, a correlation between teaching practices and students' individual differences could be found.

To master English is a clear advantage in Swedish society and throughout compulsory school, the English subject is mandatory in each grade. Language learning is a lengthy and demanding task that requires effort and determination. Consequently, it is crucial to sustain motivation among the learners, which requires motivational and conscious teaching. There are a number of strategies that through research have indicated motivational capacity. In this empirical study, teachers’ and pupils’ perception of the motivational influence of different strategies were examined. The method was quantitative and surveys were used to collect data from the teachers (N=10) and the pupils (N=142). The results show that the teachers regard their own behavior and a stimulating, varied teaching as most important, whilst the pupils prioritize clear and understandable instructions and are concerned with a pleasant classroom climate, where humour is present and where it is safe to make mistakes. In addition, the results indicate that teachers, as well as pupils, are not particularly interested of a transmission of responsibility from the teachers to the pupils. / <p>Engelska</p>

To master English is a clear advantage in Swedish society and throughout compulsory school, the English subject is mandatory in each grade. Language learning is a lengthy and demanding task that requires effort and determination. Consequently, it is crucial to sustain motivation among the learners, which requires motivational and conscious teaching. There are a number of strategies that through research have indicated motivational capacity. In this empirical study, teachers’ and pupils’ perception of the motivational influence of different strategies were examined. The method was quantitative and surveys were used to collect data from the teachers (N=10) and the pupils (N=142). The results show that the teachers regard their own behavior and a stimulating, varied teaching as most important, whilst the pupils prioritize clear and understandable instructions and are concerned with a pleasant classroom climate, where humour is present and where it is safe to make mistakes. In addition, the results indicate that teachers, as well as pupils, are not particularly interested of a transmission of responsibility from the teachers to the pupils. / <p>Engelska</p>

Blended and online courses can require more student self-regulation than traditional in-person courses. Instructors and course designers can support student motivation and self-regulation in a variety of ways, such as by including motivational strategies in the course materials. The purpose of this study was to explore the relationship between the following three factors: the motivational strategies employed in the online course materials of a blended German language course, student engagement in the course, and student usage of the course materials. Selected course activities were analyzed using a checklist based on Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model for motivational design to identify the motivational strategies that were present. At the end of each unit, students completed surveys about their level of engagement with the online portions of the blended course and their perceptions of the online activities. At the end of the semester, data about student usage of the online activities was collected from the Canvas Learning Management System. The results of this study show that a wide range of motivational strategies are used in the online materials of this course and that students were highly engaged in this course. Students found the grammar and vocabulary activities to be the most motivating and the most useful for their language learning. The number of Attention strategies in an activity was strongly correlated with how often students used the activity, and the number of Attention strategies also predicted how often students would use the activities, likely because Attention strategies increase ease of use of the materials and encourage student curiosity. The number of Satisfaction strategies in an activity predicted how motivating students would find the activity, likely because Satisfaction strategies allowed students to use their new skills in realistic contexts and experience intrinsic and extrinsic rewards. There was a strong correlation between how motivating students found an activity and how useful they found the activity for their language learning. Including more motivational strategies, particularly Attention and Satisfaction strategies, can enhance the student experience and increase student motivation; however, students are most likely to be motivated by activities that they find useful for their language learning.