Magister Artium (Child and Family Studies) - MA(CFS) / Self-Determination Theory is a theory of motivation that aims to explain individuals' goal directed behaviour. Grade 11 learners are naturally in a stage of pursuing certain life goals and aspirations in the process of completing their schooling careers. Often the circumstances or environment provide the opportunities for individuals to be motivated towards aspiring to their life goals. Parents are key role players in either enhancing or hindering the motivation for children to be goal directed. This study examined the association of parenting practices and styles on the identification of goals and aspirations of Grade 11 learners in secondary schools in the Metro South region of the Western Cape. The objectives were to determine: (1) the content of the goals and aspirations of Grade 11 learners, (2) the perceived parental styles and practices of their parents and (3) the relationship between (1) and (2). A quantitative research method with a cross-sectional correlation design was used. The Parental Styles and Dimensions Questionnaire and the Aspiration Index were the instruments for collecting the data. The final sample consisted of 257 participants of which 155 (60.3%) were females. The mean age was 17.3 years. The results suggest that the maternal parenting was more prevalent than paternal parenting. Maternal and paternal authoritative parentings were significantly positively related to both intrinsic and extrinsic goals and aspirations whereas maternal and paternal permissive parentings were significantly positively related to only extrinsic goals. The study showed that the participants are inclined towards intrinsic goal pursuits. Furthermore, maternal parenting was a significant predictor of both intrinsic and extrinsic goals and aspirations and both parents predicted a stronger association.

Background: In Canada, women aged 15-24 report the highest rate of depression, an age group which represents a significant proportion of undergraduate students (Hanlon, 2012). Although pharmacology remains the primary treatment for depression, it may not be the most sufficient (Stanton et al., 2014). Physical activity has been demonstrated to have a large and significant antidepressant effect in individuals with depression (Schuch et al., 2016), though what remains challenging is identifying the most effective way to activate this population. Physical Activity Counselling (PAC) has been shown in research to effectively increase levels of physical activity (Fortier et al., 2011). However, the effects of PAC have not been considered in a population of female students with depression specifically. Purpose: To investigate the effects of PAC on depressive symptoms, affect and physical activity in female undergraduate students with depression. Methods: Five female undergraduate students with depression received two months of PAC from a registered Kinesiologist. The study followed a multiple baseline, single-subject design in which measures were taken during four study phases: baseline, intervention, end point and follow-up. Data was collected, including daily objective measures of physical activity, using accelerometers, and self-reported measures of depressive symptoms, positive affect, negative affect and physical activity, using online surveys administered every second day. Results: Visual analyses revealed that depressive symptoms decreased and self-reported physical activity increased from baseline throughout subsequent study phases in all five participants, as hypothesized. Statistical analyses supported these results. Estimated effect sizes of grouped averages indicated that decreases in depressive symptoms from baseline throughout each study phase ranged from small to large, while increases in self-reported physical activity were in the medium to large range. Conclusions: Findings of this study provide initial support for Physical Activity Counselling as a potential strategy to increase physical activity levels and reduce depression among female undergraduate students with depression. Future research is recommended on this important topic.

A growing number of studies suggest that the reasons for which people engage in sexual activities matter for their sexual well-being. Grounded in self-determination theory (SDT), this thesis research investigated the contributions of autonomous and controlled sexual motivation to sexual well-being. These objectives were achieved through a series of five studies presented in four manuscripts. In Manuscript 1, we validated the Sexual Motivation Scale (SexMS), a measure of self-regulation for sexual activities grounded in SDT (Study 1: N = 1,070, Study 2: N = 575). Collectively, the findings provided strong support for the factorial validity of the SexMS. Additionally, the SexMS captured important individual differences in sexual well-being, specifically with respect to sexual satisfaction, sexual distress, and sexual function. Manuscript 2 explored how autonomous and controlled sexual motivation are integrated with broader psychological functioning by examining their motivational antecedents and well-being consequences (N = 828). The results showed that global and relational motivation explained individual differences in autonomous and controlled sexual motivation. Additionally, autonomous and controlled sexual motivation explained individual differences in sexual, relational, and global well-being. Finally, the results suggested that, for the most part, the associations between the motivational antecedents and the well-being consequences of autonomous and controlled sexual motivation followed a heterarchical structure. Next, in Manuscript 3, the motivational sequence proposed by SDT – in which basic psychological needs satisfaction predicts quality of motivation, and in turn quality of psychological functioning – was validated in the context of within-person variations in sexual well-being (N = 113). The results indicated that on days when people experience more basic psychological needs satisfaction during interactions with their partner, their sexual motivation was more autonomous and this was associated with higher sexual well-being. However, basic needs satisfaction did not significantly predict controlled sexual motivation. Additionally, on days when people reported higher controlled sexual motivation, they experienced lower sexual well-being. Finally, in Manuscript 4, we examined the motivational sequence proposed by SDT from a dyadic perspective to better understand the contribution of sexual motivation to sexual well-being in couples (N = 225 couples). Specifically, we examined whether basic needs satisfaction during sexual activities and autonomous and controlled sexual motivation in one partner influenced the sexual well-being of the other partner. The unique contribution of each basic psychological need (i.e., autonomy, competence, and relatedness) to sexual well-being was also investigated. Taken together, the results supported SDT’s predictions regarding the relevance of the motivational sequence and the unique contribution of each basic psychological need in explaining between-couple differences in sexual well-being. However, different patterns of association emerged for women and men, suggesting that in the context of sexual activities within heterosexual relationships, the motivational processes proposed by SDT may be moderated by gender. In sum, the findings from this thesis extend SDT and sexual motivation research. Overall, SDT may provide novel insights on human sexual behaviour, notably by improving our understanding of the factors that can enhance or impede sexual well-being in committed relationships.

Syftet med studien var att undersöka den upplevda motivationen och arbetstillfredsställelsen hos förskolepersonal. Undersökningen genomfördes med en kvalitativ metod med hjälp av semistrukturerade intervjuer med totalt nio respondenter. Teorierna som användes var Warr´s vitaminmodell, Self - Determination Theory (SDT) samt subteorin Cognitive evaluation theory (CET). Resultatet visade att samtliga respondenter upplevde hög motivation kopplat till sitt arbete samt upplevde hög arbetstillfredsställelse. Majoriteten av respondenterna lyfte upp goda relationer med barn, föräldrar och kollegor som betydelsefulla för motivationen. Analysen visade att belöningar påverkade motivationen olika mycket, och den verbala belöningen var den belöning som majoriteten av respondenternas uttryckte vara deras främsta källa till motivation. Studien tydde vidare på att autonomi var viktigt för respondenternas upplevda arbetstillfredsställelse. Respondenterna uppgav att arbetstillfredsställelsen ökade när det fanns en högre grad av kontroll kopplat till arbetet. Studien visar även att det fanns en bra sammanhållning i organisationen, vilket kan vara en bidragande faktor till den höga motivation och arbetstillfredsställelse som rådde i organisationen när undersökningen genomfördes. Slutligen diskuterades det om den inre motivation som respondenterna uppvisade är så pass hög att respondenterna skulle kunna arbeta utan lön.

This dissertation explores the underresearched topic of the motivation of non-profit organizational (NPO) workers for accepting international assignments (IAs). In the literature review, the motivation and reasons for working and living outside the home country by multinational corporate expatriates, international migrants, and long-term international volunteers are summarized. With the reasons for expatriation distilled from the literature, a self-determination theory (SDT) approach, and open-ended questions, the motivations for NPO workers to accept IAs are factor analyzed and triangulated using data from a sample of more than 140 Christian mission and humanitarian workers originating from 25 countries and representing 48 sending organizations. Four NPO worker motivation profiles are tentatively identified and described using cluster analysis of the SDT motivations and Kruskal-Wallis analysis of the reasons of accepting an IA, individual cultural values, organizational commitment, and demographic variables. The NPO worker cluster groups include the Caring Internationalist, the Self-Directed Careerist, the Obedient Soldier, and the Movement-Immersed Worker. The findings hold implications for international human resource managers toward the effective recruitment, selection, training and development, career management, and support and encouragement of NPO expatriates with the goal of an increase in the incidence of expatriation assignment success.

Magister Artium - MA / Self Determination Theory (SDT) proposes that individuals are motivated to have goals and aspirations which are either intrinsic or extrinsic in nature. Intrinsic life goals are associated with greater psychological health and well-being. Research shows that family structure plays a role in the way children are raised and has implications for later adult adjustment. In South Africa 42.8% of children are raised in a single parent household. This study aimed to compare the goals and aspirations of learners from single and married parent households. The study used a quantitative methodology with a cross-sectional comparative research design. The sample consisted of 853 Grade 11 learners from schools in the Northern, Southern and Metro Central Education Districts in the Western Cape. The data was collected using a selfreport questionnaire that consisted of two sections, demographical information and the Aspirations Index. The Aspirations Index assessed the life goals of the learners and categorised the goals and aspirations into intrinsic and extrinsic life goals. The data was analysed using the Statistical Package for Social Sciences V20 (SPSS). The results suggest that there was a significant main effect of family structure on certain goals and aspirations of Grade 11 learners in secondary schools. These goals and aspirations included wealth, image, personal growth, relationships and health. Furthermore, participants from single parent households placed more emphasis on intrinsic goals than participants from married parent.

Garantir que todas as crianças tenham acesso à educação escolar de qualidade é uma das maiores preocupações no atual cenário social, político e cultural do nosso país. Para que esse objetivo seja atingido, é preciso formar professores bem preparados, capazes de se envolver e participar da formação cultural e cidadã dos alunos. Apesar da importância social do papel do professor, a carreira é pouco atrativa devido a fatores como baixos salários, péssimas condições de trabalho, dentre outros. No entanto, mesmo diante dessa perspectiva desanimadora, existem estudantes que desejam se tornar professores. Na presente pesquisa foram analisados os diálogos de um grupo de estudantes de um curso de Licenciatura em Ciências da Natureza da escola de Artes, Ciências e Humanidades da Universidade de São Paulo durante uma sessão de grupo focal com o objetivo de identificar alguns dos motivos que os levaram a escolher a profissão docente. As respostas e os diálogos forneceram um rico material para nos aproximar do que pensam estes professores em formação inicial. Inicialmente, elaboramos um questionário para identificar alunos que possuíam o desejo de se tornar professores. O questionário foi respondido por diversos alunos do curso de Licenciatura em Ciências da Natureza. Sete estudantes que expressaram a vontade em seguir a carreira docente foram convidados a participar de um grupo focal. A discussão foi gravada e posteriormente transcrita para análise de dados, que se deu através da análise textual discursiva. Durante o estudo, emergiram nove categorias, que possuíam algumas características em comum. Assim, elas foram agrupadas no que denominamos de domínios: o Individual e o Social. As categorias emergentes do domínio Individual são: reconhecimento - desejo de ser admirado pelos outros; vocação - crença que se possui uma aptidão nata; admiração pela docência - apreço pela profissão; conhecimento - gosto pelo aprendizado; e relação ético/afetiva - prazer na relação com o aluno. As categorias do domínio Social são: relação ético/transformadora - possibilitar que o aluno mude sua própria realidade; política - comprometimento em lutar por uma educação de qualidade e engajar os alunos nas questões políticas; importância para a sociedade - reconhecimento do caráter essencial da profissão em relação a formação de todos os cidadãos; e transformação - potencial de transformar a sociedade. As categorias foram organizadas partindo da mais íntima e pessoal para a mais abrangente e coletiva. Depois, traçamos um paralelo entre as categorias e as regulações do contínuo de motivação da Teoria da Autodeterminação. Concluímos que os licenciandos em Ciências da Natureza que desejam se tornar professores podem possuir diversas regulações que os motivam. Essas regulações podem ser muito individuais ou compreender razões que envolvam o coletivo. A análise dos dados e do estudo dos referenciais teóricos aponta para uma crise de sentido no papel do professor. Os alunos compreendem a importância do professor, entretanto apontam muitos aspectos negativos da carreira. É necessário oferecer melhores salários e condições de trabalho, além de proporcionar uma formação inicial e continuada de qualidade. Assim, é possível aumentar a atratividade da profissão e formar cada vez mais professores comprometidos e empenhados na formação de uma sociedade mais justa e democrática. / Ensuring that all children have access to quality education is a major concern in our country\'s current social, political and cultural scene. In order for this objective to be achieved, it is necessary to train well-prepared teachers capable of becoming involved and participating in the students\' cultural and citizen formation. Despite the social importance of the role of the teacher, the career is unattractive due to factors such as low wages, poor working conditions, among others. However, even in the face of this discouraging prospect, there are students who wish to become teachers. In the present research were analyzed the dialogues of Naturals Sciences degree students\' group of School of Arts, Sciences and Humanities of the University of São Paulo during a focus group session that aimed of identifying some of the reasons that led them to choose the teaching profession. The answers and dialogues provided a rich material that bring us closer to what these teachers in inicial formation think. Initially, we developed a questionnaire that aimed to identify students who had the desire to become teachers. Several students of Natural Sciences degree answered the questionnaire. Seven students who expressed their willingness to start a teaching career were invited to participate in a focus group. The discussion was recorded and later transcribed for data analysis, which occurred through the discursive textual analysis. During the study, nine categories emerged, which of them had some common feature. Thus, they were grouped into what we\'ve called domains: the Individual and the Social. The emergent categories of the Individual domain are: recognition - desire to be admired by others; Vocation - belief that has a natural ability; Admiration for teaching - appreciation for the profession; Knowledge - learning appreciation; And ethical / affective relationship - pleasure in the relationship with the student. The categories of the Social domain are: ethical / transforming relationship - enable the student to change his / her own reality; Policy - commitment to strive for quality education and engaging students in policy issues; Importance to society - recognition of the essential character of the profession in relation to the formation of all citizens; And transformation - the potential of transforming the society. The categories were organized from the most intimate and personal to the most comprehensive and collective. Then we draw a parallel between the categories and the regulations of the motivational continuum of Self-Determination Theory. We conclude that the major students in Natural Sciences that wish to become professors can have several regulations that motivate them. These regulations can be very individual or understand reasons involving the collective. The analysis of the data and the study of the theoretical references points to a crisis of meaning in the teacher\'s role. Students understand the importance of the teacher, however they point out many negative aspects of the career. It is necessary to offer better wages and working conditions, as well as to provide initial and continuing quality training. Thus, it is possible to increase the attractiveness of the profession and to train more and more teachers who are committed to the formation of a more just and democratic society.

Syftet med studien var att undersöka om en framgångsrik onboarding-process hade ett signifikant linjärt samband med arbetsmotivation. ”Onboarding” beskrivs som processen där en nyanställd introduceras till en ny tjänst och organisation (Caldwell & Peters, 2018). Studien mätte huruvida respondenterna upplevde en framgångsrik onboarding-process eller ej, samtidigt mättes respondenternas upplevda arbetsmotivation genom att se tillbaka på de tre första månaderna av den senaste eller nuvarande anställningen. Studien var kvantitativ med en deduktiv ansats, där mätinstrument som användes var en webbaserad enkät som utgick ifrån The Work Extrinsic and Intrinsic Motivation Scale (WEIMS) av Tremblay, Blanchard, Taylor och Pelletier (2009) samt Gupta, Bhattacharya, Sheorey och Coelhos (2018) ´s studie som mätte onboarding-processens framgång. För dessa skalor beräknades Cronbach alpha vara mellan ,56 och ,87.Ett bekvämlighetsurval utfördes och totalt N=143 respondenter medverkade. Data analyserades genom Pearson korrelationsanalys samt separata enklalinjära regressionsanalyser mellan samtliga variabler. Resultatet visade både positiva och negativa signifikanta samband. Studien fann att forskningsområdet är i behov av forskning som är anpassad efter svensk kultur för allmän generalisering av studiens syfte.

Självreglerat lärande är en metakognitiv process som visat sig främja idrottares prestation och utveckling. En förutsättning för denna process är att idrottare känner motivation till att utvecklas inom sin idrott. Hur självreglerat lärande och motivation korrelerar samt eventuella skillnader mellan lagidrottare och individuella idrottare avseende självreglerat lärande och motivation är dock relativt outforskade områden. Således var syftet med föreliggande studie att undersöka detta närmare. I studien användes ett teoretiskt ramverk baserat på Self-Regulated Learning (SRL) samt Self Determination Theory (SDT) för att undersöka dessa områden hos 102 tävlingsaktiva idrottare mellan 18-30 år (M = 23,71, SD = 3,77) i deras träningsvardag. Data samlades in genom två elektroniska självskattningsformulär: The Behavioral Regulation in Sport Questionnare (BRSQ-24) och Self-Regulated Learning-TT (SRL-TT). Variansanalyser genomfördes för att undersöka eventuella skillnader avseende SRL och motivationsform mellan respektive grupp. Korrelationsanalyser genomfördes för att undersöka sambanden mellan SRL och motivationsform.  Resultaten visade att individuella idrottare skattade en signifikant högre användning av samtliga SRL-strategier än lagidrottare, medan grupperna inte skiljde sig signifikant gällande motivationsform. Vidare var sambandet mellan autonom motivation och samtliga SRL-faser signifikant positivt för hela urvalet. Resultaten kan förklaras av att det inom individuella idrotter är mer naturligt att använda självreglerat lärande samt att idrottares motivationsform och i vilken utsträckning de använder sig av SRL-strategier korrelerar. Framtida forskning kan med fördel undersöka på vilket sätt idrottares motivationsform och SRL påverkar varandra.

Retirement is a significant life transition for many older adults, and historically most retirement planning focusses on financial planning. Not only is there far less importance placed on non-financial retirement planning, but also there is also little research on what planning priorities contribute to retirement satisfaction. This dissertation presents two studies conducted with the purpose of identifying these priorities. Study one involved one-on-one semi-structured interviews of 16 retired and non-retired individuals who were engaged in an endurance serious leisure sport. It revealed similarities and differences between pre-retired and retired participants as well as overall contradictions between participants’ perceived and practised retirement strategies. While a general lack of leisure retirement planning was observed, self-determination theory’s precepts of autonomy, competence, and relatedness fulfilment were predominant in the significance the endurance sport held for participants’ retirement plans and appeared to contribute significantly to retirement well-being. The second study was a sequential transformative mixed-method design of 50 retired individuals involving an online survey and focus group discussion and was founded on Self-Determination Theory (SDT) and Serious Leisure Perspective (SLP). Qualitative data were analysed using Constant Comparison Method, Word Count, and Classical Content Analysis. Quantitative methods were applied to determine if retirement satisfaction and vitality related to SDT constructs. Using multiple linear regression analyses, autonomy (β = .43; 95% CI .04 - .22; p = .01), leisure priority (β =.28; 95% CI -.01 - .33; p =.05), and casual leisure competence (β =.68; 95% CI .02 - .59; p =.04) emerged as items most related to retirement satisfaction, while relatedness (β .32; 95% CI .14 – 1.44; p = .02) and autonomy satisfaction (β =.27; 95% CI -.01 – 1.26; p =.05) were associated with vitality. / Graduate