Ce projet propose une nouvelle approche de la résilience en vue d’assurer le bien-être chez les enseignants. Les raisons qui nous amènent à un tel intérêt sont notamment le stress intense ressenti dans le corps professoral où la tâche est lourde et particulièrement difficile. Sera donc abordé au chapitre premier, le fait que l’environnement de travail, par ses caractéristiques, génère du stress et des effets néfastes. Par la suite, la résilience étant sollicitée pour retenir les travailleurs en poste, nous décrirons son historique, ce qui nous amènera à soulever une problématique d’importance, notamment le fait qu’elle ne soit pas nécessairement accompagnée d’un bien-être salutaire. En contrepartie, un des indicateurs du bien-être est la motivation autodéterminée. Nous détaillerons ces notions et verrons comment elles sont atteintes par les conditions mêmes de travail. Cette mise en contexte nous permettra, en chapitre deuxième, de concevoir la résilience sous un autre jour grâce à la mise en lien avec les motivations autodéterminées. S’y dessineront deux types importants, dans lesquels motivation et bien-être devraient différer sensiblement. Cela pourrait expliquer la raison d’un bien-être mitigé. Nous terminerons ce chapitre par nos hypothèses. Nous aborderons ensuite la vérification de la proposition de types de résilience sous-tendues par la motivation. Au chapitre troisième, la méthodologie décrira l’échantillon de 465 enseignants québécois du primaire et du secondaire, les différents questionnaires de résilience, motivation et bien-être aux fins de l’étude transversale. Le chapitre suivant traitera des résultats des ANOVA , MANOVA et ANOVA factorielles entreprises. Notamment, les différences statistiques de bien-être et de motivation seront détaillées, ainsi que la non interaction entre motivation et résilience. Les effets principaux de résilience à tous les niveaux de motivation seront décrits. Les résultats obtenus nous permettrons une discussion au chapitre cinquième avant de conclure qu’effectivement, des différences sont observables, que la résilience pourrait s’opérer en deux formes durant lesquelles les motivations et le bien-être sont différents. Il sera possible d’envisager la résilience non pas comme une caractéristique personnelle stable ou un résultat statique, mais comme un processus pouvant prendre différentes formes qu’il serait alors possible de promouvoir. En découle également une mise en garde contre le fait de penser qu’il n’est plus nécessaire d’agir auprès des personnes étiquetées de résilientes. Le soutien semble encore nécessaire pour soutenir un processus efficace. / This project proposes a new approach to resilience in order to ensure well-being among teachers. The reasons which lead us to such an interest include the intense stress experienced by teachers in their work due to the heavy and difficult workload. In Chapter 1 we will discuss the work environment and its characteristics, which generate stressors and adverse effects. We then turn to the concept of resilience which is sought for in the effort to retain workers. We describe its history which will lead into the important issue that resilience is not necessarily accompanied by healthy well-being. One indicator of well-being is self-determined motivation. We explore these concepts and see how they are affected by the conditions in the workplace. This background will allow us in Chapter 2 to develop the concept of resilience in a different way by bringing it into relation with self-determined motivation. We will distinguish between two important types of resilience in relation to which motivation and well-being should differ significantly. We will then examine the proposed types of resilience underpinned by motivation. In Chapter 3 we describe the methodology in a sample study of 465 primary and secondary school teachers including the questionnaires on resilience, motivation and well-being used in this transversal study. The following chapter will discuss the results of ANOVA, MANOVA and factorial ANOVA. In particular, statistical differences in well-being and motivation will be detailed as well as the non-interaction between motivation and resilience. Principal effects of resilience for all levels of motivation will be described. The results will show that resilience can occur in two types in which motivation and well being differ. It will be possible to consider resilience not as a static characteristic but as a process which can take different forms which can be promoted. It follows as well that one should not think that resilient people will never be in need of further intervention. Support remains necessary to ensure an efficient process.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

Ce projet propose une nouvelle approche de la résilience en vue d’assurer le bien-être chez les enseignants. Les raisons qui nous amènent à un tel intérêt sont notamment le stress intense ressenti dans le corps professoral où la tâche est lourde et particulièrement difficile. Sera donc abordé au chapitre premier, le fait que l’environnement de travail, par ses caractéristiques, génère du stress et des effets néfastes. Par la suite, la résilience étant sollicitée pour retenir les travailleurs en poste, nous décrirons son historique, ce qui nous amènera à soulever une problématique d’importance, notamment le fait qu’elle ne soit pas nécessairement accompagnée d’un bien-être salutaire. En contrepartie, un des indicateurs du bien-être est la motivation autodéterminée. Nous détaillerons ces notions et verrons comment elles sont atteintes par les conditions mêmes de travail. Cette mise en contexte nous permettra, en chapitre deuxième, de concevoir la résilience sous un autre jour grâce à la mise en lien avec les motivations autodéterminées. S’y dessineront deux types importants, dans lesquels motivation et bien-être devraient différer sensiblement. Cela pourrait expliquer la raison d’un bien-être mitigé. Nous terminerons ce chapitre par nos hypothèses. Nous aborderons ensuite la vérification de la proposition de types de résilience sous-tendues par la motivation. Au chapitre troisième, la méthodologie décrira l’échantillon de 465 enseignants québécois du primaire et du secondaire, les différents questionnaires de résilience, motivation et bien-être aux fins de l’étude transversale. Le chapitre suivant traitera des résultats des ANOVA , MANOVA et ANOVA factorielles entreprises. Notamment, les différences statistiques de bien-être et de motivation seront détaillées, ainsi que la non interaction entre motivation et résilience. Les effets principaux de résilience à tous les niveaux de motivation seront décrits. Les résultats obtenus nous permettrons une discussion au chapitre cinquième avant de conclure qu’effectivement, des différences sont observables, que la résilience pourrait s’opérer en deux formes durant lesquelles les motivations et le bien-être sont différents. Il sera possible d’envisager la résilience non pas comme une caractéristique personnelle stable ou un résultat statique, mais comme un processus pouvant prendre différentes formes qu’il serait alors possible de promouvoir. En découle également une mise en garde contre le fait de penser qu’il n’est plus nécessaire d’agir auprès des personnes étiquetées de résilientes. Le soutien semble encore nécessaire pour soutenir un processus efficace. / This project proposes a new approach to resilience in order to ensure well-being among teachers. The reasons which lead us to such an interest include the intense stress experienced by teachers in their work due to the heavy and difficult workload. In Chapter 1 we will discuss the work environment and its characteristics, which generate stressors and adverse effects. We then turn to the concept of resilience which is sought for in the effort to retain workers. We describe its history which will lead into the important issue that resilience is not necessarily accompanied by healthy well-being. One indicator of well-being is self-determined motivation. We explore these concepts and see how they are affected by the conditions in the workplace. This background will allow us in Chapter 2 to develop the concept of resilience in a different way by bringing it into relation with self-determined motivation. We will distinguish between two important types of resilience in relation to which motivation and well-being should differ significantly. We will then examine the proposed types of resilience underpinned by motivation. In Chapter 3 we describe the methodology in a sample study of 465 primary and secondary school teachers including the questionnaires on resilience, motivation and well-being used in this transversal study. The following chapter will discuss the results of ANOVA, MANOVA and factorial ANOVA. In particular, statistical differences in well-being and motivation will be detailed as well as the non-interaction between motivation and resilience. Principal effects of resilience for all levels of motivation will be described. The results will show that resilience can occur in two types in which motivation and well being differ. It will be possible to consider resilience not as a static characteristic but as a process which can take different forms which can be promoted. It follows as well that one should not think that resilient people will never be in need of further intervention. Support remains necessary to ensure an efficient process.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

Studiens syfte var att undersöka om (a) självbestämmande motivation medierar sambandet mellan behovstillfredsställelse och idrottsrelaterad utbrändhet. Samt om (b) kontrollerad motivation medierar sambandet mellan behovstillfredsställelse och idrottsrelaterad utbrändhet. Föreliggande studie är en kvantitativ tvärsnittsstudie och datainsamling genomfördes via tillgänglighetsurval. Totalt deltog 138 Crossfit deltagare i åldrarna 19 - 58 år (M= 32.19, Sd= 9.02). Baserat på studies syftet skapades två hypoteser som vidare testades i varsin medieringsanalys. Medieringsanalys 1 kunde inte bekräfta hypotesmodell 1 då resultatet påvisar en icke signifikant indirekt effekt mellan behovstillfredsställelse och idrottsrelaterad utbrändhet via självbestämmande motivation. Å andra sidan kunde medieringsanalys 2 bekräfta hypotesmodell 2 eftersom resultatet visar en signifikant indirekt effekt mellan behovstillfredsställelse och idrottsrelaterad utbrändhet via kontrollerad motivation. Resultatet tydliggör förståelsen av att kontrollerad motivation inom Crossfit anses bidrar med lägre grad av behovstillfredsställelse och ökar risken för utveckling av idrottsrelaterad utbrändhet. / The purpose of the study was to investigate if (a) self-determining motivation mediates the correlation between psychological need satisfaction and athletic burnout. Also, if (b) controlled motivation mediates the correlation between psychological need satisfaction and athletic burnout. The current study is a quantitative cross-sectional study. Data was collected by accessibility sampling. There were 138 Crossfit participants who participated in the ages 19 - 58 (M= 32.19, Sd= 9.02). Based on the purpose of the study were two hypotheses created and tested in two separated mediation analysis. Mediation analysis 1 in the study could not accept hypotheses 1, based on the result which indicated no significant indirect effect between psychological need satisfaction and athletic burnout through self- determination motivation. Opposite, mediation analysis 2 could accept hypotheses 2 based on the result which indicated a significant indirect effect between psychological need satisfaction and athletic burnout through controlled motivation. The results illustrate the understanding of controlled motivation in Crossfit because it contributes lower psychological need satisfaction and higher the risk of developing athletic burnout.

Syftet med föreliggande kvantitativa tvärsnittsstudie var att undersöka medierande effekter av självbestämmande respektive kontrollerad motivation kopplat till förhållandet mellan behovstillfredsställelse och träning på gym. Detta baserat på tidigare forskning och med analytisk utgångspunkt i självbestämmandeteorin. I studien deltog 107 personer, varav 47 män och 60 kvinnor, i åldrarna 18-59 år (M=29.2, SD=8.4). Resultatet i studien påvisade att självbestämmande motivation medierar förhållandet mellan behovstillfredsställelse och träning på gym, medan kontrollerad motivation inte gör det. Detta resultat överensstämmer med vad tidigare forskning visat och understryker vikten av självbestämmande motivation ytterligare. Författarna till studien efterlyser mer kvalitativ forskning på ämnet som kan utvinna empiri uttryckt i ord snarare än siffror. / The purpose of this study was to investigate mediating effects by self-determined motivation and controlled motivation on the relationship between need satisfaction and gym training. All based on previous research and with the Self-Determination Theory as an analytical standpoint. 107 people participated in the study, of which 47 were men and 60 were women, in ages between 18-59 (​M=​ 29.2, ​SD​=8.4). The result shows that self-determined motivation mediated the relationship between need satisfaction and gym training, while controlled motivation does not. This result correspond with what previous research has shown and emphasizes the importance of self-determined motivation further. The authors of this study calls for qualitative research on this field that can extract empirical data expressed in words rather than numbers.

Malmö vill enligt sitt eget miljöprogram vara “Sveriges klimatsmartaste stad”. Alla livsmedel som köps in av kommunen ska vara ekologiska, och klimatgasutsläppen från maten ha minskat med 40% före utgången av 2020. Det ekologiska målet ser ut att kunna nås, men klimatgasutsläppen har endast gått ner med 15% i skrivande stund. Staden driver nu en ny satsning för att klara målsättningen. Denna undersökning granskar det förfarande som Malmö stads miljöförvaltning tagit fram och sätter det i relation till forskning om klimatkommunikation och beteendeförändring. Det är vanligt att utvärderingar av utbildningar fokuserar på deltagarnas attityd till utbildningen, istället för de beteendeförändringar som utbildningen uppmanar till. Genom gruppintervjuer med utbildare och projektdeltagare, samt innehållsanalys av utbildningsmaterialet söker undersökningen svar på frågan: leder miljöförvaltningens utbildning till ett förändrat beteende hos utbildningens målgrupp? Även om vi utifrån respondenterna kan konstatera att få konkreta förändringar hittills har skett i verksamheterna, har vi kunnat identifiera hinder, förbättringsåtgärder och kartlägga hur deltagarna på olika sätt förhåller sig till utbildningarna och till målet. Vi konstaterar att metoden för hur satsningen ska bedrivas inte använder sig av ett teoretiskt ramverk eller är konsekvent förankrad i vetenskap. Vi konstaterar att kommunen har en stark position för att verkliggöra miljövänligt beteende hos sina anställda, men att kommunen underutnyttjar potentialen. Konsekvenser och möjligheter diskuteras. / Malmö, according to its own environmental program, wants to be "Sweden's most climate friendly city". All food purchased from the municipality should be organic and the greenhouse gas emissions should decreased by 40% by the end of 2020. The ecological target seems to be achievable, but climate emissions have only fallen by 15% at the time of writing. The city is now running a new venture to meet the goals. This study examines the procedure developed by Malmö City Environmental Management in relation to research on climate communication and behavioral change.It is common for evaluations of education to focus on the attitudes of the participants, rather than the behavioral changes that the education encourages. Through group interviews with educators and project participants, as well as content analysis of the educational material, the survey seeks to answer the question: Does the management of the environmental administration lead to a change in behavior in the education target group?Even though, according to the respondents, few changes have taken place so far, we have been able to identify obstacles, improvement measures and map how the participants relate to the education and the goal in different ways. We note thatthe method of conducting the venture does not use a theoretical framework or is consistently rooted in science. We note that the municipality has a strong position to realize environmentally friendly behavior among its employees, but that the municipality underuses the potential. Consequences and opportunities is discussed.

Syftet med föreliggande studie var att undersöka om (a) självbestämmande motivationmedierar sambandet mellan ett uppgiftsorienterat motivationsklimat och välbefinnande (b)självbestämmande motivation medierar sambandet mellan ett resultatorienteratmotivationsklimat och välbefinnande. Studien är av en kvantitativ tvärsnittsdesign som tagitdel av insamlade data i ett pågående forskningsprojekt (Ivarsson m.fl., i press).Forskningsprojektet har använt sig av ett tillgänglighetsurval vid rekryteringen av deltagare.Totalt deltog 731 barn- och ungdomsfotbollsspelare i åldrarna 10–18 (M=13.7, SD=1.8).Resultaten bekräftade de två hypoteserna då det fanns en signifikant indirekt effekt mellan ettuppgifts- respektive resultatorienterat motivationsklimat och välbefinnande genomsjälvbestämmande motivation. Medieringsanalyserna visade att ett uppgiftsorienteratmotivationsklimat var relaterat till en högre grad självbestämmande motivation, vilket i sin turvar relaterat till en högre grad av välbefinnande. Ett resultatorienterat motivationsklimat varrelaterat till en lägre grad av självbestämmande motivation, vilket i sin tur var relaterat till enlägre grad av välbefinnande. Resultaten illustrerar vikten av att forma ett uppgiftsorienteratmotivationsklimat inom barn- och ungdomsidrotten med syftet att främja densjälvbestämmande motivationen vilket i sin tur ökar sannolikheten att uppleva välbefinnande.Framtida forskning bör utforma interventionsstudier med syftet att i större utsträckning kunnauttala sig om orsak-verkan samband mellan de tre variablerna. / The study's objective was to examine if (a) self-determined motivation mediates the relationship between a task-oriented motivational climate and well-being (b) self-determined motivation mediates the relationship between an ego-oriented motivational climate and well- being. The present study is a quantitative cross-sectional design which has taken part of an ongoing research project’s collected data (Ivarsson, et al., in press). The research project used a convenience sample to select the participants, where 731 child- and youth players aged between 10-18 (M=13.7, SD=1.8) participated. The both hypotheses were confirmed by the results that showed a significant indirect relation between a task-oriented motivational climate and well-being as well as between ego-oriented motivational climate and well-being through self-determined motivation. The mediation analysis showed that a task-oriented motivational climate was related to a higher degree of self-determined motivation, which was related to a higher degree of well-being. An ego-oriented motivational climate was related to a lower degree of motivational climate, which was related to a lower degree of well-being. The results illustrate the importance of creating a task-oriented motivational climate in child- and youth sport with the purpose to foster self-determined motivation which further on can increase the probability to experience well-being. Future research should develop intervention studies with the purpose of to a greater extent study causal relationship between the three variables. / Ivarsson, A., Johnson, U., Svedberg, P., & Back, J. (i press). Psykosociala faktorers inverkan på avhopp från fotboll: En studie bland idrottsaktiva ungdomar.