Syfte Att undersöka hur yoga- och crossfitinstruktörer försöker motivera sina deltagare med utgångspunkt från basic psychological needs theory (BPNT) i Self determination theory (SDT). 1. Vilka metoder använder sig instruktörerna av för att skapa motivation? 2. Finns det någon skillnad mellan instruktörernas sätt att instruera sina deltagare och vad skiljer dem i så fall åt? 3. Hur uppfylls autonomi/meningsfullhet, tillhörighet och kompetens? Metod En kvalitativ intervjumetod användes där åtta informanter rekryterades, där hälften var yogainstruktörer och andra hälften var crossfitinstruktörer. Intervjun utformades för att undersöka instruktörernas arbetssätt i relation till BPNT i SDT. Induktiv dataanalys genomfördes för att belysa instruktörernas arbetssätt. Resultat Crossfitinstruktörerna kunde ge praktiska exempel på sitt arbetssätt i detalj. De ville gärna jobba med progressionsutveckling samt förmedla träningskunskap till deras deltagare. Det kunde påverka autonomistödet till deltagarna då crossfitinstruktörerna behövde vara mer strikta och noggranna i sitt ledarskap för att minska skaderisken. Tillhörighet och känsla av kompetens fick deltagarna genom att ingå i grupper och jobba med varandra. Yogainstruktörerna styrde bort fokus från kompetens i utförandet då de ansåg att prestation inte ingick i deras aktivitetsform. Genom att jobba utifrån sina egna förutsättningar i en autonomistödjande miljö visade de på fysiska och mentala fördelar med träningen. Yogainstruktörerna jobbade inte aktivt med begreppet tillhörighet i träningsformen. Slutsats Aktivitetsformerna skiljde sig i hur de uppfyllde begreppen i BPNT, där yogainstruktörer förmedlade mer autonomi till sina deltagare och där crossfitinstruktörer förmedlade kompetens i högre grad genom progressions- och prestationsutveckling. Arbetet kring tillhörighet skilde sig mellan träningsformerna. Yogainstruktörerna arbetade inte aktivt med tillhörighet bland deltagarna. Crossfitinstruktörerna arbetade mer med att integrera deltagare med varandra och att skapa en familjär känsla i gruppen.

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Enligt  Self-determination Theory presterar människor bäst när de upplever inre motivation, snarare än motivation sprungen ur yttre faktorer. Denna studie syftar till att undersöka motivation hos gruppen innebandytränare. I synnerhet undersöks anledningar till att börja som tränare, samt sambandet mellan dessa och tränarnas upplevda motivation. En webbenkät sändes ut till 1059 innebandytränare i Sverige varav 355 svarade. Resultatet visar 12 kategorier av  anledningar till varför tränarna valde att engagera sig: Egna barn, Idrottsintresse, Bidra, Saknades tränare, Nöje, Egen utveckling, Allmänt intresse, Ledarskapsintresse, Social kontakt, Tillfrågad, Besatt kompetens, samt Gott syfte. Resultatet visar även att tränarna upplevde inre motivation i störst utsträckning. Flera samband återfanns mellan åtta av kategorierna och typ av motivation. Tydligast var den positiva korrelationen mellan kategorin Bidra och självbestämmande motivation. Detta kan bero på att viljan att bidra går att relatera till det psykologiska behovet av samhörighet. Studien bidrar till kunskap kring inre motiverande faktorer hos idrottstränare. / According to Self-determination Theory, people perform better when they experience inner motivation, rather than motivation sprung from external factors. This study aims to examine motivation in floorball coaches. Especially, reasons for starting to work as a coach are examined, as well as relationships between those reasons and the coaches experienced type of motivation. A web-survey was sent to 1059 floorball coaches in Sweden, wich were answered by 355 coaches. The results show 12 reasons why the coaches chose to commit themselves: Their own children, Sports interest, Contribute, Lack of coaches, Enjoyment, Their own development, A general interest, Leadership interest, Social connections, Asked to, Possessed expertise and A good cause. The results also showed that the coaches experienced inner motivation to the largest extent. Several relationships were shown between eight of the categories and the different types of motivation. Of those, the most distinct was the relationship between Contribute and self-determined motivation. This may be due to that the will to contribute can be related to the psychological need for relatedness. The study contributes to the knowledge of factors that may affect inner motivation in athletic coaches.

Microbreaks are short, voluntary breaks taken during the workday that have been found to be beneficial in the recovery process as they are less structured and can be taken when an employee is feeling heightened levels of fatigue. Self-determination theory provides an important lens through which to study the possible association between microbreaks and work performance. Self-determination theory states that when an individual's needs for autonomy, competence, and relatedness are satisfied the individual will have intrinsic motivation which will drive performance. In this experience sampling study, I recruited employees to respond to four surveys per day for five days. Based on the results of 100 participants, using unconflated multilevel modeling I found that higher work engagement covaried with higher personal initiative. Using multilevel structural equation modeling and focusing on between-person relationships, I found that autonomy need satisfaction during microbreaks covaried with increased intrinsic work motivation, while relatedness covaried with decreased intrinsic work motivation. Also, focusing on the between-person relationships, higher intrinsic work motivation covaried with higher work engagement, which then covaried with higher personal initiative. At the between-person level autonomy influenced personal initiative indirectly via enhancements in work engagement extending from intrinsic motivation. In this dissertation, I provided a comparative analysis of microbreak activities and implications of need satisfaction on various work-related constructs. / Doctor of Philosophy / Recent research surrounding recovery has focused on breaks after work, during the weekend, or vacations. Microbreaks are short, voluntary breaks that are beneficial in that they allow employees to relax. Microbreaks are less structured and can be taken when employees feel the greatest level of tiredness from their work. I hypothesized that when employees satisfy their needs for autonomy, competence, and relatedness during microbreaks, they will experience greater intrinsic work motivation. I also hypothesized that this increase in intrinsic work motivation will correlate with increased work engagement, finally, correlating with increased personal initiative and helping behaviors. Results from 100 participants indicated that higher work engagement correlated with increased personal initiative. I also focused on relationships between people and found that individuals who experienced greater autonomy correlated with increased intrinsic work motivation, while individuals who experienced greater relatedness correlated with decreased intrinsic work motivation. Also, with the between-person relationships, individuals who had more intrinsic work motivation positively correlated with work engagement, which then positively correlated with personal initiative.

In this study, I explored the motivations of high school instrumental music teachers to participate in competitive jazz festivals, specifically those sponsored by the California Music Educators Association (CMEA) Bay Section. I was interested in learning the specific needs participation in competitive festivals satisfied for high school music educators. Based on the tenets of Self-Determination Theory (SDT), I investigated whether the three basic psychological needs of autonomy, competency, and relatedness were among the needs being satisfied. I was curious whether an individual’s background in jazz or any other factors had any bearing on their decision to participate. Through interviews teachers shared their experiences, both positive and negative, of participating in competitive jazz festivals. The following research questions guided this study: 1. What motivates high school music teachers to participate in competitive jazz festivals? 2. What specific needs are satisfied through their participation? 3. How does one’s jazz background influence motivation to participate in CMEA Bay Section events? In answering the aforementioned research questions, I chose a case study design. Interviews with twenty-nine high school instrumental music teachers were conducted at their respective work sites, except for three phone interviews and one via electronic mail. Five themes identified through data analysis about festivals specifically included feelings about competition, judging, negative feedback from adjudicators, hearing and seeing other groups, and a suggestion for the addition of a clinic for all participating groups. Six general themes about CMEA Bay Section or participants’ feelings included more progressive thinking, a perception that youth among adjudicators was inadequately represented, a notion that festivals provided opportunities for process and growth, a feeling that many were forced to weigh the costs versus the benefits of participation, an expressed feeling of isolation in the profession, and a lack of awareness on the part of administrators about their participation in CMEA Bay Section jazz festivals.

Ledarskapet anses ha stor påverkan på individers motivation inom sin idrott. Ledarskap kan, inom ramarna för Self-Determination Theory (SDT), i stort sorteras i två olika stilar, autonomistödjande respektive kontrollerande ledarskap. I dagsläget finns en brist på experimentella studier som jämför dessa två ledarskapsstilars påverkan på motivation. Denna studie syftade till att i en isolerad miljö undersöka hur ett autonomistödjande respektive ett kontrollerande ledarskap har en påverkan på inre motivation och prestation. I studien ingick 37 deltagare som under 20 minuter fick utföra en bygguppgift med lego under en neutral, autonomistödjande eller kontrollerande ledarskapsstil. Resultatet visade att den kontrollerande ledarskapsstilen hade en viss negativ påverkan på motivation och att gruppen kontroll angav en lägre upplevd kompetens än gruppen autonomi.  Ingen av ledarskapsstilarna hade någon effekt på prestation. Vidare visade sig upplevd motivation ha ett signifikant samband med prestation på bygguppgiften. / Within sports, leadership is considered having a great impact on individuals’ motivation. Leadership could, within a Self-Determination Theory (SDT) framework, be sorted into two different styles, autonomous and controlling leadership. There is a gap in current research concerning the effects of autonomous and controlling leadership on motivation in experimental settings. The aim of the present study was to, in an isolated environment, examine how an autonomy supportive- or a controlling leadership affects intrinsic motivation and performance. The study included 37 participants who, over a period of 20 minutes, performed a lego building task under a neutral, an autonomy supportive- or a controlling leadership style condition. The results indicated that the controlling leadership style had a negative impact on motivation and that the controlled group had lower perceived competence compared to the autonomous group. None of the leadership styles affected performance. Further, perceived motivation was found to significantly correlate with task.

Studien har genomförts med syfte att undersöka hur friskvårdstimmen upplevs ur arbetstagarens perspektiv. Studien gjordes inom olika yrkesområden inom både privat och offentliga sektorn. I dagens arbetsliv är vi i högre grad stillasittande än tidigare och därför har behovet av fysisk aktivitet ökat. I studien ställer vi oss frågande till i vilken utsträckning friskvårdstimman nyttjas, vilka motivationsfaktorer som påverkar nyttjandet samt vilka effekter arbetstagaren upplever av friskvårdstimmen. Vi har en gjort en kvalitativ studie med semistrukturerade intervjuer genom att intervjua sju respondenter. Resultatet från studien visar att de respondenter som nyttjar friskvårdstimmen regelbundet är de som har möjlighet att självständigt planera sin dag. De respondenter som inte har samma möjlighet att självständigt planera sin arbetsdag uppger att schemalagd friskvårdstimme skulle öka nyttjandet. Arbetsgivarens inställning visade sig vara en betydande faktor för nyttjandet. Att schemalägga friskvårdstimmen skulle uppfattas som en uppmuntran från arbetsgivaren vilket skulle underlätta för de respondenter som inte har möjlighet att styra sin arbetsdag. Resultatet visar också på att nyttjandet av friskvårdstimmen ökar respondenternas arbetsmotivation. Resultatet har diskuterats utifrån Self-determination-theory av Richard Ryan och Edward Deci, Frederick Herzbergs tvåfaktorteori samt tidigare forskning.

Burnout and staff turnover among correctional officers can be the result of low well-being. These are problems that can be devastating for both the individual, his or her colleagues, the inmates and the organization if not prevented. Well-being among correctional officers is an important and well-researched subject. However, the majority of all studies are made in American prisons, and very few consider jail specifically. Jails are often smaller workplaces than prisons in terms of number of employees, which makes them more exposed to staff turnover. In addition, they have difficulty competing with other organizations in terms of high salary and other benefits, and must therefore invest extra hard in a healthy work environment that promotes well-being among their employees. This study is based on a web survey and made in about half of all jails in Sweden. The purpose is to explore, with support of the Self-Determination Theory, how correctional officers in jail are experiencing well-being at work, and if there may be any correlation between perceived well-being and individual factors. The results show that the well-being are generally good, although some weaker aspects are identified, such as percieved autonomy. No significant differences between men and women were found when it comes to work related well-being. Factors that, on the other hand, seems to have a slight impact on the perceived well-being is tenure, education and age.

Despite good intentions, people often encounter challenges and obstacles in pursuit of their goals. The types of difficulties people experience each day have been well-documented (e.g., desires and temptations, resource depletion, social influences). However, despite these difficulties, some people are still able to attain their goals. Research on self-determination theory (Ryan & Deci, 2000) suggests that relative autonomous motivation (RAM) may explain inter-individual (and intra-individual) differences in effort and persistence when self-regulation is difficult (e.g., Ntoumanis et al., 2014). In two manuscripts, a series of daily diary designs are used to examine the role of motivation when self-regulation is difficult. The first focuses on the role of RAM during goal striving in a healthy eating across each day (Study 1) and during lunches (Study 2). These studies provide some evidence that students with higher (vs. lower) RAM are more likely to attain more difficult healthy eating goals, which may be due to perceiving fewer obstacles in pursuit of these goals, or through the use of more effective (i.e., approach-based) strategies. Then, the second manuscript involves undergraduate students enrolled in online (Study 1) and in-person classes (Study 2) during the Covid-19 pandemic, and focuses on how their situational motivation to do schoolwork may be impacted when they experience motivational interference. Mixed findings emerged regarding the impact of motivational interference on students’ situational motivation but further evidence highlighted the protective effects of RAM when interference occurred. Taken together, these manuscripts contribute to a growing body of research on the study of self-regulation in daily life and on the role of RAM when difficulties arise. / Graduate / 2022-12-14

Grounded in self-determination theory (SDT; Deci & Ryan, 1985), the motivation of sports coaches and the development of the Coach Motivation Questionnaire (CMQ) are the subject of this thesis. Motivation contributes to the way in which people think, feel, and act, and is therefore a central issue in the study of psychology (Ryan & Deci, 2000b). The motivational sequence (Vallerand, 1997) suggests that coaches’ motivations influence their behaviours, which subsequently have an effect on their athletes’ perceptions of the motivational climate. In the sport domain, the coach-athlete relationship is one of the most important influences on athletes’ motivation and subsequent performance (Mageau & Vallerand, 2003). Nevertheless, while there is much research concentrating on the impact of coaching behaviours on athletes’ perceptions and performance, little thought seems to have been given to the coaches’ needs themselves (Mageau & Vallerand, 2003). Following previous work with athletes (e.g., Frederick-Recascino & Schuster-Smith, 2003), the motives and motivational styles of coaches should be related to how they behave within the coaching environment (Frederick & Morrison, 1999). In other words, why coaches coach should influence how coaches coach. The present investigation was conducted to further research and understanding of coach motivation. In the pursuit of this aim, the following three studies were conducted. In Study 1, the motivation of Australian coaches was examined, with a view to informing the development of a valid measurement tool. Employing a qualitative methodology, 13 coaches from different sports and levels of competition participated in semi-structured interviews. Inductive content analysis of the interview transcripts yielded four key dimensions: (a) connection with sport, (b) coach and athlete development, (c) external influences, and (d) internal motives. Overall, SDT appeared to be a useful lens for understanding the data and the existence of multiple forms of motivation were discussed. Study 2 involved the development and pilot testing of a pool of potential items for the CMQ. These items reflected each of the six forms of motivation as conceptualised in SDT, and were designed to be broad and applicable to a wide range of coaches and coaching scenarios. Coaches (N = 86) completed the extended version of the CMQ online, and were requested to respond to two open-ended questions designed to gauge the face validity and general clarity of the questionnaire content. Results suggested that motivation factors were internally consistent, however empirical and qualitative feedback suggested the adaptation of one item for conceptual clarity and the removal of a second item resulting in the CMQ-41. The psychometric properties of the CMQ were examined in Study 3. Coaches (N = 556) completed an online questionnaire package that included the CMQ and measures of psychological needs, goal orientation, and well-being. Examination using CFA produced a 22-item measure with good model fit. Further evaluation produced preliminary evidence for the scale’s validity and reliability. The implications of these results for researchers and practitioners are discussed. Directions for research concerning coach motivation, SDT, and the coach-athlete performance relationship are also highlighted.