Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students' motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students' intrinsic motivation to participate in physical education class and physical education teachers' use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6th-8th grade students (n = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (M = 5.6) and autonomy support to be the least (M = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.

Syftet med denna studie var att bidra med kunskap om läsmotivation hos högstadieelever i lässvårigheter ur ett elev- och lärarperspektiv. Med en kvalitativ ansats i form av semi-strukturerade forskningsintervjuer undersöktes vilka faktorer som elever och lärare uppfattade som främjande för läsmotivation. Dessutom undersöktes lärares upplevelser av hur de uppmärksammade elever i lässvårigheter, samt vilken ledning, stimulans och extra anpassningar som de upplevde stöttande. Forskningen som låg till grund för denna studie lyfte fram flera motivationshöjande faktorer; hemmet som förebild, tidig lästräning, stärka elevernas självförtroende i läsning, undervisa om lässtrategier, berika ordförrådet, använda intresseväckande texter, valfrihet, att arbeta med strukturerade textsamtal, samt att främja goda relationer i klassrummet. Denna studie hade en fenomenologisk inriktning som studerar människors livsvärldar och ser det unika i var och ens upplevelser. De teoretiska utgångspunkterna var self-determination theory, självbestämmandeteorin (SDT), och self-efficacy. Inom SDT är inre motivation viktig och dess samspel med den yttre motivationen. För ett välbefinnande behövs enligt SDT autonomi, kompetens och samhörighet. Self-efficacy handlar om individens tro på sin egen förmåga att utföra uppgifter och denna tilltro har betydelse för skapandet av motivation. Sex högstadieelever i lässvårigheter och åtta högstadielärare med olika ämneskombinationer deltog i studien. Analysmetoden som användes var konventionell innehållsanalys och elevernas och lärarnas upplevelser kategoriserades med hjälp av denna. Resultatet visade att de faktorer som lyftes fram i den tidigare forskningen sammanföll med det elever och lärare berättade. Det som var specifikt för eleverna var vikten av lästräning och synlig läsutveckling, arbetsro, framtidsplaner, samt att lärare frågade vad som funkade för eleverna. De åtta lärarna upplevde att det var lätt att uppmärksamma elever i svårigheter. Elever behöver ha tillgång till inläst material, uppleva samhörighet i klassrummet och att lärare bemöter dem med arbetssätt anpassade för deras olika behov. Våra slutsatser är att elever i svårigheter är unika individer och därför måste lärare samtala med var och en för att förstå vad de behöver för att utvecklas så mycket som möjligt. Lärare behöver tänka extra på elever i lässvårigheter redan när de planerar sin undervisning. För ökad läsmotivation behövs en tidig och positiv läsutveckling så elever inte hamnar i lässvårigheter.

Despite the widely documented physical, psychological, and social benefits of regular participation in physical activity (Bauman & Campbell, 2001; Blair, Kohl & Barlow, 1995; Paluska & Schwenk, 2000; U.S Department of Health & Human Services, 1996), less than half of the Australian population participate in 'sufficient' levels of physical activity in terms of time and frequency of participation (Bauman, Ford & Armstrong, 2001). Thus the examination of social psychological determinants of regular participation in leisure-time physical activity is important. A mixed methods approach was adopted to identify and test the important social psychological determinants of regular participation in leisure-time physical activity. Phase one of the study was qualitative in nature and adopted a grounded theory approach. A number of important themes emerged from the qualitative phase, including: definitions and meanings of physical activity; physical activity and choice, obligation, reasons for participation; enjoyment of physical activity; changing perceptions and influences on physical activity from childhood to adulthood; and priority of physical activity. The interrelations between these themes and their impact on regularity of participation were explored. These findings, along with theoretical propositions and evidence from previous studies, contributed to the development of a model of the social psychological determinants of regular participation in leisure-time physical activity. They also contributed to the development of items to measure important concepts in the model. Phase two was quantitative in nature and used structural equation modelling to test the model. The quantitative phase involved a sample of 250 people aged 19-87 years living in an Australian capital city. Self-report questionnaires measured regularity of participation in leisure-time physical activity (dependent variable), leisure-time physical activity behaviour regulation, intrinsic motivation towards leisure-time physical activity, enjoyment of leisure-time physical activity, and priority of leisure-time physical activity (independent and mediating variables). Each of the independent and mediating variables was multidimensional in nature, the components of which were assessed using confirmatory factor analysis in structural equation modelling prior to the testing of structural models. After some adjustment, the predictors were satisfactorily represented by their respective multifactor models, except intrinsic motivation, which was best represented by a single factor model. Following modification, the proposed model of the social psychological determinants of regular participation in leisure-time physical activity was found to be a good fit of the data. Relationships within the model indicated the importance of the priority of leisure-time physical activity factors in the prediction of regular participation in leisure-time physical activity. The influence of preference for leisure-time physical activity on regular participation in leisure-time physical activity was mediated by level of priority and making time for leisure-time physical activity. That is, people who preferred to participate in leisure-time physical activity over other types of leisure tended to make it a higher priority, and, in turn, tended to make time to participate. Making time was subsequently associated with increased regularity of participation in leisure-time physical activity. The enjoyment factors influenced regular participation in leisure-time physical activity through their influence on preference for leisure-time physical activity. Activity enjoyment had a positive influence on preference and enjoyment dependent on surroundings had a negative influence. However, in the overall model, the behaviour regulators and intrinsic motivation attenuated the influence of the enjoyment factors on preference for leisure-time physical activity. This suggested that people's underlying behaviour regulators and levels of intrinsic motivation have a similar influence on their preference for leisure-time physical activity as their feelings of enjoyment. However, behaviour regulators and intrinsic motivation appear to be more powerful influences of preference than enjoyment. Intrinsic motivation towards leisure-time physical activity positively influenced regular participation in leisure-time physical activity through its influence on preference for leisure-time physical activity. It also had a direct influence on regularity of participation. Thus, people who were more intrinsically motivated tended to participate more regularly in leisure-time physical activity partly because they formed preferences for physical activity over other types of leisure. Furthermore, the direct influence of intrinsic motivation on regular participation suggested that there were explanations, beyond that of preference and priority, for why those who were intrinsically motivated tended to participate more regularly in leisure-time physical activity. The behaviour regulators of external regulation (negative), introjected regulation (positive) and identified regulation (positive) influenced regularity of participation in leisure-time physical activity mostly through their influence on intrinsic motivation towards leisure-time physical activity. That is, when people felt their physical activity was externally regulated, they felt less intrinsically motivated to participate and this was subsequently associated with less regular participation. On the other hand, when people were regulated by introjection and identification, they tended to feel more intrinsically motivated and this was subsequently associated with more regular participation. External regulation and introjected regulation also had a direct negative influence on preference for leisure-time physical activity and perceptions of the availability of time, respectively. Thus, people who felt externally regulated tended to have less preference for leisure-time physical activity and those who were regulated through introjection were more likely to perceive that they did not have the time to participate. This study contributes to the body of knowledge by highlighting the importance of preferences and prioritisation on perceptions of time availability, and subsequently, regularity of participation in leisure-time physical activity. It also demonstrated that behaviour regulators and intrinsic motivation are important determinants of regular participation in leisure-time physical activity in a general community sample. These findings have theoretical and practical implications for researchers, leisure professionals, and policy makers. They also suggest a number of significant areas of further research.

In the 21st century drug and alcohol abuse presents one of the most serious problems worldwide. Of particular concern is the strong relationship between drug use and crime. While law enforcement strategies, including incarceration, have been revealed to contribute little to break the vicious cycle of drug use and crime, substance abuse treatment has been shown to represent an effective form of intervention. Substantial research on the effectiveness of drug treatment has demonstrated the importance of motivation in predicting treatment retention and success. However, substance users are frequently coerced into therapy by external sources, including the criminal justice system, therefore, typically exhibiting little motivation to enter and remain in treatment long enough to overcome their substance addiction. Although past research investigating the effects of treatment-entry coercion indicates positive treatment results, the vast majority of these studies are seriously impeded by extensive conceptual and methodological problems, questioning the postulated value of coercion in substance abuse treatment. Following the call for a shift in the methodological focus of future studies made by some researchers, the author of the present study tested three models that were based on well-established theories. The first model was based on Self Determination Theory (SDT), a motivational theory, while the second model was based on the Theory of Planned Behaviour (TPB), an expectancy-value theory. The third model consisted of a combination of the two theories, which was argued to provide a more complete and comprehensive model than each theory on its own. The testing of the models allowed the exploration of the dynamic interplay and relationships between a number of variables including perceptions of coercion, motivation, perceived autonomy support, and behavioural intentions in an effort to explain and predict retention and treatment outcomes amongst drug and alcohol abusers. The study was conducted in two phases. Phase 1 involved the development of a 29-item instrument called the Perceived Coercion Questionnaire, which was designed to assess participants' perceptions of coercion to enter drug and alcohol treatment originating from six different sources. The scale was shown to be a valid and reliable measure of the coercion construct. Phase 2 involved the testing of the three models longitudinally by using a sample of 350 substance abusers from six therapeutic communities across Australia. Participants were asked to complete a battery of standardised measures within the first two weeks of treatment admission (Time 1), two months into treatment (Time 2), and at completion of the treatment program (Time 3). The models were tested cross-sectionally and longitudinally employing hierarchical multiple regression analysis. In addition, change scores were calculated to test whether changes in predictor variables would predict outcomes and changes in outcomes cross-sectionally and longitudinally. Analyses of Time 1 and Time 2 cross-sectional data revealed that the SDT model, compared to the TPB and the combined model, provided a better and more parsimonious account of the factors that influence outcomes in therapeutic community treatment. Given the complexity of the study, it was decided to resume the analysis by focusing on the investigation of the SDT model alone. To highlight some of the most important findings, results demonstrated that motivation was a key factor in the treatment and rehabilitation of substance users. As anticipated, intrinsic motivation was consistently predictive of retention and more positive treatment outcomes, while external motivation and amotivation were associated with more negative outcomes. Results also revealed that clients who entered treatment as the result of a legal mandate experienced substantially higher levels of legal coercion compared to clients who entered treatment voluntarily. Legal coercion, in turn, was found to exert a negative impact on substance users' motivation for treatment, thereby indirectly resulting in more negative treatment outcomes. In contrast, self coercion (i.e., feelings of pain and suffering) and health-related pressures seemed to facilitate the development of a more intrinsic motivational attitude towards treatment. Besides, perceptions of competence and control in relation to the therapeutic regime emerged as consistent and important predictors of motivation and treatment outcomes. Finally, findings suggested that treatment staff who employed more autonomous and non-coercive strategies that guided substance users through the change process directly influenced individuals' treatment motivation and thereby facilitated more positive treatment outcomes. In sum, findings provided support for the usefulness of the SDT model in predicting dropout as well as processes and outcomes in therapeutic community drug and alcohol treatment. Implications for residential substance abuse treatment were discussed, as well as the strengths and limitations of the study. The discussion concludes with implications for practice and suggestions for future research.

Self-regulated learning theory explains how it is not only the amount of time musicians spend practising that affects achievement, but also the nature of the strategies employed. Because practice is self-directed, motivational effects on its efficiency are especially salient. One construct that has received little attention in relation to practising is self-determination theory, which interprets motivation as lying along a continuum of perceived autonomy. This mixed-methods study investigated links between motivational beliefs and self-regulated practising behaviour through a two-phase design. In Phase One, 677 music examination candidates aged 8-19 completed a questionnaire consisting of items addressing practising behaviour and perceived musical competence; in addition, the Self-Regulation Questionnaire (SRQ; Ryan & Connell, 1989) was adapted to explore intrinsic-extrinsic motives for learning an instrument. Factor analysis of the SRQ revealed five dimensions with partial correspondence to earlier research: internal, external, social, shame-related, and exam-related motives. Three practice behaviour factors consistent with self-regulated learning theory emerged: effort management, monitoring, and strategy use. Results of structural equation modelling showed that internal motivation accounted best for variance in these three types of practising behaviour, with a small added effect from competence beliefs and exam-related motivation. Phase Two consisted of observational case studies of four of the questionnaire participants preparing for their subsequent annual examination. Adolescent, intermediate-level musicians were recorded while practising at home; immediately afterwards, they watched the videotape and verbalised any recollected thoughts. The procedure concluded with a semi-structured interview and debriefing. The videotapes were analysed with The Observer Video-Pro and combined with verbal data; emerging themes were then compared with issues arising from the interviews. The observational aspect of the case studies largely confirmed the importance of three cyclical self-regulatory processes emerging from Phase One: (a) effort management and motivational self-regulation, (b) the role of self-monitoring of accuracy, and (c) the use of corrective strategies, such as structured repetition, task simplification, and vocalisation. The mixture of quantitative and qualitative methods used in the study has uncovered a rich body of information that begins to clarify the complex motivational and behavioural nature of young people practising a musical instrument.

<p>Ohälsan ökar i västvärlden som en följd av bland annat försämrade kostvanor och alltför lite fysisk aktivitet. För att öka aktivitetsgraden hos den vuxna befolkningen i Sverige erbjuds många via arbets¬givaren möjlighet till friskvård på betald arbetstid. Syftet med denna studie var att undersöka olika aspekter av motivation och inställ¬ning till motion hos individer som nyttjar respektive inte utnyttjar friskvårdsförmånen. Data samlades in genom semistruktu¬rerade intervjuer med tio personer vilka sedan analyserades enligt teoristyrd tematisk analys. Deltagarna besvarade även ett standardiserat mät¬instrument (Sport Motivation Scale). Undersökningen utgick från Self-Determination Theory som bygger på tanken att beteenden som styrs av inre motivation har större chans att upprätthållas än de som styrs av yttre motivation. Resultatet visade att de som nyttjar frisk¬vårdstimmen i större utsträckning drivs av inre motivation än de som inte nyttjar denna. För att fler anställda skall utnyttja frisk¬vårdsförmånen bör arbetsgivaren satsa på personlig rådgivning samt skapa en organisa¬tions¬kultur där motion är ett naturligt inslag och där den inre motiva¬tionen uppmuntras.</p>

<p>Att sluta eller inte sluta? En litteraturstudie om tobaksavvänjningsmetoder Bjellman, K. Tobaksbruket har en lång historia, och de tobaksrelaterade sjukdomarna kostar samhället miljarder i sjukvårdskostnader och produktionsbortfall varje år. Andelen rökare minskar stadigt i Sverige, idag röker ca 15 procent av befolkningen. Resultaten från olika metoder för tobaksavvänjning är tämligen blygsamma, och ugefär nittio procent av de som slutar röka gör det på egen hand. Syftet med denna studie var att beskriva och analysera metoder för tobaksavvänjning. Detta gjordes utifrån följande frågeställningar: Hur tar metoderna hänsyn till människors behov av att uppleva självbestämmande, kompetens och tillhörighet? Hur arbetar metoderna med att stärka människors inre motivation? Hur tar metoderna hänsyn till människors hela livssituation? Metoden var en litteraturstudie av vetenskapliga artiklar om olika metoder för tobaksavvänjning, samt olika typer av handlednings- och självhjälpsmaterial för tobaksavvänjare och tobaksanvändare. Slutsatsen är att få metoder tar hänsyn både till människors behov av att uppleva självbestämmande, kompetens och tillhörighet, arbetar för att stärka den inre motivation att sluta röka, samt beaktar hela klientens livssituation. Även de metoder som uppfyller detta ganska väl har problem med många återfall den första tiden efter rökstoppet. Andelen långvarigt rökfria tycks vara ungefär densamma, oavsett vilken metod man använder och hur väl den uppfyller ovanstående. Nyckelord Tobaksavvänjning, Rökavvänjning, Tobacco cessation, Självbestämmandeteorin, Self-determination Theory, Litteraturstudie</p><p>To quit or not to quit? A literature study of tobacco cessation methods Bjellman, K. The tobacco custom has a long history, and the tobacco related diseases cost the society billions in healthcare costs and production losses. The results from different methods for tobacco cessation are rather modest. The aim with this study was to describe and analyze methods for tobacco cessation. This was done on the basis of the following issues: How takes the methods considerations to people's needs of experiencing self determination, competence and property? How works the methods with starching people's internal motivation? How takes the methods considerations to the people's living environment? The method was a literature study off scientific articles about different methods for tobacco cessation, and different types of guidance's - and self-help materials for tobacco workers and tobacco users. The conclusion is that few methods take considerations both to people's needs of experiencing self determination, competence and property, works in order to starch the internal motivation to stop to smoke, and takes into consideration the client's living environment. Also those methods that meet this quite well have problems with many relapses. The proportion prolonged smoke free clients seems to last approximately the same, irrespective of which method one uses and how well it meets the factors above. Key Words Tobacco cessation, Smoking Cessation, Self-determination Theory, Literature study</p>

<p>Syftet med studien var att undersöka vad som motiverar arbetslösa deltagare i AMA Arbetsmarknads verksamhet Jobbcentrum att söka ett arbete. Ett annat syfte var också att undersöka om AMA hjälper dessa deltagare<em> </em>att<em> </em>motiveras och kunna återvända till den ordinarie arbetsmarknaden. Tidigare forskning inom området har ofta fokuserat på samband mellan arbetssökarbeteende och de arbetslösas förväntningar på och värderingar av arbete. Motivation sägs vara påverkad utifrån såväl inre som yttre faktorer. Våra teoretiska utgångspunkter har varit Becks teori om risksamhället samt två motivationsteorier, dels en teori om förväntningar och dels en teori om självbestämmande. Studien är kvalitativ och den metodologiska ansats som använts är hermeneutik. Intervjuer genomfördes med 10 deltagare från Jobbcentrum som valdes ut genom ett ändamålsenligt urval. Resultatet visar att vad som värderas med ett arbete i första hand är den trygghet det ger, inte enbart pga. lönen utan även pga de sociala kontakterna och rutinerna. Att ha en meningsfull sysselsättning var motiverande för att söka arbete. Att vara aktiverad – både fysiskt och psykiskt – visades i studien vara viktigt för motivationen. Deltagarnas förväntningar på vad Jobbcentrum kunde göra för dem var låga, istället betonades det personliga ansvaret för att få ett arbete.</p>

<p><strong><p>Sammanfattning</p></strong></p><p>I samband med dagens socialisationsförändringar har lärares motivationsarbete med elever fått en allt mer betydande</p><p>roll. Begreppet motivation är centralt i läroplanerna samt omfattar majoriteten av alla skolor runt om i världen.</p><p>Lärares uppgifter innefattar inte enbart ett stärkande av elevers motivation för skolarbetet, utan en minst lika viktig</p><p>uppgift är att etablera goda relationer till sina elever samt elever emellan.</p><p>Vår studie inriktar sig på att utröna var elevers primära motivation ligger och hur lärare kan arbeta för att stärka den.</p><p>Studien utgår från <em>Self - Determination Theory </em>som innebär att människans valfrihet är central för lärandet. För att ta</p><p>reda på hur denna teori förhåller sig i praktiken samt för att undersöka om elever påverkas i störst grad av inre eller</p><p>yttre faktorer, har vi undersökt elevers beteende i klassrumssituationer samt deras egna reflektioner kring skolan. Vi</p><p>har även utfört enkäter och observationer samt intervjuer med tre olika klassföreståndare. En viktig aspekt i vår</p><p>studie var jämförelsen mellan olika åldersgrupper samt skillnader och likheter mellan pojkar och flickor.</p><p>Resultatet av vår studie visar att motivation är grundläggande för elevers intresse för skolarbetet och att de styrs av</p><p>både inre och yttre faktorer. De sociala relationerna till kamrater och klasslärare är av största vikt för stärkandet av</p><p>elevers drivkraft samt ökar intresset för arbetet. Eftersom elevers motivation är central för lärandet är det viktigt att</p><p>som lärare arbeta förebyggande för att skapa ett positivt och tryggt klassrumsklimat. Elevers bekräftelsebehov har</p><p>tydligt framkommit av våra observationer och beröm från läraren är en av de viktigaste faktorerna för motivationen.</p>

<p>I vårt examensarbete undersöker vi olika typer av motivation. Vårt syfte med arbetet var att <em>undersöka lärares syn motivation samt elevers egen motivation i skolan. </em>De frågeställningar vi utgick från var: <em>1</em>. <em>Vilken typ av motivation har elever i år 4 och år 5?</em> <em>2. </em><em>Finns det någon skillnad mellan pojkars och flickors motivation? 3.</em> <em>Vilken typ av motivation strävar lärare efter att elever ska erhålla och använda sig av?</em> <em>4</em>. <em>Hur ser lärare på intrinsic (inre) motivation, extrinsic (yttre) motivation samt amotivation?</em> Vi börjar med att redogöra för begreppet motivation och sedan hur läroplanen ser på motivation. Vi lyfter sex olika huvudteorier inom motivation och går sedan in mer grundligt på <em>intrinsic</em> <em>and</em> <em>extrinsic</em> motivation. I denna teori finns Self-Determination theory och inom den amotivation. Self-Determination theory används i detta arbete när vi tittar på elevers olika styrningsformer inom <em>motivation</em> De fem olika styrningsformerna är: <em>inre motivation, identifierad styrning, omedveten styrning, yttre styrning </em>och<em> amotivation. </em>I arbetet gör vi elevernas olika styrningar synliga genom figurer. Vi använde oss av metoderna enkät och intervju för att få svar på våra frågeställningar. Undersökningens resultat påvisar bland annat att eleverna i år 4 och år 5 generellt har god <em>intrinsic</em> <em>motivation</em>, men använder sig också av <em>extrinsic motivation</em>. Lärarna som vi intervjuade tyckte att <em>intrinsic motivation</em> är den viktigaste av motivationsformerna, men menar samtidigt att <em>extrinsic motivation</em> är den form som är lättast att motivera eleverna genom.</p>