Studiens syfte var att undersöka om normer och motivation kan upplevas ha inverkan på kontraproduktivt arbetsbeteende inom miljöarbete. Den idag vedertagna benämningen miljöarbete har tidigare omfattats av olika typer av renhållningsarbete. Respondenterna, som arbetade på olika anläggningar runt om i Sverige, valdes ut efter att de själva anmält intresse att delta i studien. Studien bestod av en induktiv och kvalitativ forskningsprocess och genomfördes med hjälp av telefonintervjuer. Intervjuerna analyserades genom en tematisk analys. Resultatet visade att individens motivationsnivå kan upplevas ha inverkan på dennes benägenhet att agera utifrån ett kontraproduktivt beteende. Likaså kan normer upplevas bidra till kontraproduktivt beteende. Utifrån respondenternas redogörelser upplevs inre motivationsfaktorer ha essentiell betydelse i frågan om benägenheten att uppvisa kontraproduktivt arbetsbeteende på organisationen. / The purpose of the study was to investigate whether norms and motivation can be perceived as having an impact on counterproductive work behaviour among environmental workers. The term environmental workers comprise different types of cleaning workers. The respondents were chosen after they themselves declared an interest in participating in the study. The following study consisted of an inductive and qualitative research process and were conducted with the help of telephone interviews. The interviews were analysed through a thematic analysis. The result showed that the individual's level of motivation can be perceived to have an influence on the individual tendency to act on the basis of counter-productive behaviour. Similarly, norms can be perceived as support for counter-productive behaviour. Based on the respondents' statements, internal motivation factors are considered to be of crucial importance in the question of the tendency regarding counterproductive work behaviour among environmental workers.

Trots att organisationer satsar alltmer på utbildningsinsatser, står det inom forskningen fortfarande oklart vad som leder till faktisk förändring i det fortsatta arbetet. I denna studie undersökte vi utifrån Baldwin och Fords transfermodell vilka individ-, design- och miljöfaktorer som förklarade en grupp  Försvarsmaktsanställdas upplevda kunskapsinhämtning och transfer efter genomförd utbildningsinsats. Detta skedde med Self-Determination Theory (SDT) som teoretiskt ramverk genom en enkätundersökning. För kunskap var autonom motivation (AM), kontrollerad motivation (KM), upplevelse av autonomifrämjande implementering samt behovsstöd från chef förklarande faktorer. För transfer var autonom motivation, upplevelse av autonomifrämjande implementering samt kunskap förklarande faktorer. Studien gav stöd för att SDT går att använda för att förklara upplevd transfer samt visar på viktiga implikationer för organisationer att beakta inför, under och efter framtida utbildningsinsatser. / Although organizations increasingly have been focusing on training, the research is still unclear on what leads to actual change in future work. In this study, we have investigated Baldwin and Ford's model of transfer of training and which individual-, design- and environmental factors that have explained a group of Armed Forces Employees’ perceived knowledge acquisition and transfer after completing training. This was done with the Self-Determination Theory (SDT) as theoretical framework. For knowledge we found autonomous motivation (AM), controlled motivation (KM), Experience of autonomy promotion and Needs Support from the manager to be explanatory factors. Explanatory factors for perceived transfer were autonomous motivation, experience of autonomy promotion and knowledge. In the current study we have found support for SDT to be able to explain experience of transfer, something organizations need to consider before, during and after training.

Lärare i dagens skola ska möta varje elev med sin undervisning, även de som uppvisar problemskapande beteenden. Syftet med denna studie var att genom en kvalitativ ansats undersöka lärares motivation att hantera elevers problemskapande beteenden utifrån motivationsteorin Self-determination theory. Åtta intervjuer genomfördes med lärare och analyserades med tematisk metod. Resultaten skildrade hur informanternas motivation att hantera elevers problemskapande beteenden beskrevs relatera till den grad de basala behoven var tillfredsställda i arbetet med detta. Ansvar verkade viktigt för upplevelsen av kompetens och därmed viktigt för motivationen. Strukturella förändringar inom skolan, såsom ökad administration, beskrevs hindra de basala behoven och inverka negativt på informanternas motivation. Framtida forskning kan undersöka denna studies fynd för att vidare verka för att förbättra lärares arbetssituation. / It is a teachers’ duty to reach every pupil with their education, even those who show challenging behaviors. Teacher motivation for handling challenging behaviors is an unexplored subject wherefore the aim of this study was to examine this using Self-determination theory. Eight qualitative interviews were carried out and analyzed through thematic method. The results showed how the informants’ motivation to handle challenging behaviors were described as related to the degree of basic needs satisfaction. Furthermore responsibility seemed important for the feeling of competence and thereby also for their motivation. Structural changes within the school seemed to affect the teachers’ motivation negatively since it inhibits the basic needs. Future research should investigate these findings further to improve the teacher work situation.

Syftet med uppsatsen var att få en ökad förståelse för hur lärare motiverar elever till att delta i undervisningen i Idrott och hälsa. Forskning av bland annat Owen alt. (2013) visar att lärare har en stor påverkan på klassens motivationsnivå och att elevernas självbestämmande motivation påverkar om de var fysiskt aktiva på fritiden eller inte. På en kvalitativ grund har sex högstadielärare intervjuats med utgångspunkt i fenomenologisk forskning. Det var därmed lärarens upplevelser om hur motivationsarbete fungerar i praktiken. Resultatet visade att det var flera identifierbara faktorer som bidrog till elevernas motivation. Känslan av kompetens och sociala relationer ansågs vara avgörande för elevernas motivation. Påverkan på undervisningen i form av elevinflytande ansågs vara mindre viktig. Lärare motiverar sina elever genom att skapa en god relation. Enskilda samtal nämndes av samtliga som en faktor som kunde höja eller sänka elevernas motivation. Viktigt var även att individanpassa undervisningen så att alla elever kan lyckas. Yttre motivation i form av slutbetyg i årskurs nio var en annan faktor som motiverade elever. Lärarna ansåg framförallt att de själva påverkade elevernas motivation genom sin entusiasm och engagemang.

Syftet med denna studie är att undersöka vilken sorts motivation individer drivs av och motiverar dem att träna på gym och om det finns någon skillnad mellan könen. Studien är av kvantitativ karaktär och datainsamlingsmetoden som använts för denna studie är en enkätundersökning som bygger på en validerad enkät Exercise Motivation Inventory - 2. Utifrån enkätsvaren har författaren kodat datan och slagit ihop värdena i dem nya delskalorna gjort en deskriptiv analys och en sambandsanalys mellan kön och motivat-ionsorsaker. I resultatet diskuteras och analyseras utifrån tidigare forskning inom motivationsdomänen samt utifrån Self-Determination Theory. Resultaten visar att människor som tränar på gym i Kalmar drivs av inre motivation samt att det finns vissa skillnader mellan könen kring motivation.

According to the dual valuing process model (Grouzet, 2013), the social context can either facilitate the natural human tendency to pursue intrinsic goals, or thwart it by promoting extrinsic goals. Congruent with this idea, research in self-determination theory (Deci & Ryan, 2000) suggests that parental autonomy support (PAS) is associated with the development of intrinsic goals, whereas more controlling parenting styles, such as conditional regard (PCR), are expected to facilitate extrinsic goals. Results from two preliminary studies suggest that mothers tended to use PAS to promote goals that were more intrinsic, as well young adults were more likely to autonomously internalize these goals, whereas PCR was associated with more extrinsic goals. In the current study, we sought to extend these findings by including a general measure of perceived parenting style, as well as asking participants to recall a goal that was promoted during adolescence (i.e., 13-16 years). Results from this study indicate no difference in the type of goal that was promoted or the way in which it was internalized when mothers used either autonomy support or conditional regard, over and above general parenting style. Results will be further discussed in with respect to parenting, self-determination theory, and the dual valuing process model. / Graduate

For the last twenty years, there has been growing concern among educators, scholars, and parents about the underachievement and disengagement of boys in school. Self-Determination theory postulates that individuals will be more motivated when their needs for relatedness, competence, and autonomy are satisfied. Boys' relationships with teachers are sometimes conflictual, although relatedness to teachers has been shown to be a salient predictor for academic engagement. Teachers can also serve as a buffer for those students who are at risk of failure or dropping out. Other issues involve masculinity sitting uncomfortably with academic success, the need for self-discipline, and the nature of academic tasks being too sedentary and less hands-on. This study explores the academic engagement of at-risk boys with special attention to the role of teacher-student relationships using self-determination as a theoretical framework. A qualitative method was utilized to illuminate the complex interactions between antecedents and consequences for developing an explanatory scheme for why some boys do well academically and others do not. Ten third through fifth grade boys were interviewed, along with ten of their parents and six teachers. Topics ranged from their likes and dislikes, feelings about their teachers and school in general, and ways in which teachers and parents support and encourage them academically. The boys were observed in multiple settings throughout the school year. The goal was to shed light on the "boy crisis" and to take a nuanced approach when it comes to studying boys. The study was also designed to enhance our understanding of academic engagement as a multidimensional construct encompassing behavior, emotion, and cognition. Academic task characteristics and self-discipline, as well as relatedness to teachers, parents, and peers, emerged as important themes in engaging boys, while the construct of masculinity was not as salient. A proposed model was developed as a psychoeducational tool for providing information about the academic engagement of boys. This model could assist educators and parents in helping boys attain more joy and success in school. / text

For many years, researchers and educators have been concerned about achievement scores but seemed less interested in students’ happiness and psychological well-being at school. However, students’ psychological well-being experiences may facilitate students’ adjustment and ultimately lead to academic achievement. It can be assumed that students’ different motivational and well-being experiences in each course would contribute to students’ overall psychological well-being. The purpose of this study was to investigate how and why students experience different levels and kinds of motivation and well-being across courses. As the preliminary and important ground to allow me to address this purpose, I needed to establish first whether students experienced different levels of academic motivation and course well-being across the courses they were taking. A total of 505 students participated in this study and provided information about 1817 courses they were taking. The participants come from a subject pool of one department that attracted students from diverse majors. Multilevel modeling was used to explore different situational (Level 1) and personal experiences (Level 2) of motivation and course well-being across courses and across students. The unconditional model showed variability of perceptions at Levels 1 and 2 indicating that students did vary in their reports across courses and that nevertheless, there were individual differences across students in their aggregate experiences. The conditional model was used to test what course characteristics were associated with motivational and well-being indicators at the situational level. Course characteristics were taken from different constructs: course value, classroom structure, teacher characteristics, classroom goal structure, and a caring classroom climate. Predictors at the personal level included students’ sex and their perceptions of general needs for relatedness, general relatedness need fulfillment in everyday life, and personal growth. Having supported the preliminary hypothesis with the unconditional model that there was variance both within student and between students, I used the conditional model and found that various course characteristics were differently associated with academic motivation and course well-being. Overall, results addressed that teacher characteristics and a caring classroom climate were strongly associated with all the different kinds of motivational and course well-being indicators. Students’ personal characteristics were, also, differently related to these outcomes. / text

The purpose of this study was to identify significant relationships betweenidentity threat, relatedness or sense of belongingness, and academic achievement in asample of minority college students who were enrolled in an underrepresented academicfield in higher education. Our sample included 56 Hispanic students enrolled in an Organic Chemistry class at a Southwest University. Findings show that Ethnic Sense ofBelongingness positively predicted Classroom Sense of Belongingness, which in turnpredicted Effort. This relationship was also impacted by students' perceptions of Self-Efficacy to Achieve, Teacher Trust and Academic Support, and Intrinsic Motivation andKnow and Accomplish. Overall, findings highlight the influence of ethnic sense ofbelongingness at school, in achievement and motivational processes in the classroom.

En speciallärare bör ha goda insikter i motivationens betydelse för att kunna hjälpa elever i matematiksvårigheter. Laborativ matematik föreslås som ett sätt att motivera elever. I min aktion undersöks om SUM-elevernas (elever med speciella undervisningsbehov i matematik) motivation i matematik påverkas av ett laborativt undervisningssätt. Enkäter och intervjuer används i min studie för att bedöma vilka effekter laborativ matematik har för eleverna. De mäts i termerna av elevernas effekter av attribueringar och grad av inre motivation med utgångspunkt i Medbestämmandeteorin, Attributionsteorin och Målorienteringsteorin. En effekt av aktionsstudien är, att de börjar inse att de har talang. Det handlar om hur mycket de anstränger sig i matematik och inte bristen på förmåga. En annan effekt är att eleverna anser att matematiken är roligare, eftersom de får arbeta praktiskt och i mindre grupp. Man kan uppenbarligen påverka elever med en aktionsstudie, men det är inte säkert att den blir bestående. Det är viktigt att elever lyckas och inte misslyckas om och om igen, för då tappar de sin motivation.