Syftet med studien var att undersöka elevers föreställningar om ämnet idrott och hälsa och hur de föreställningarna kan kopplas till motivationen för att delta i ämnets centrala innehåll. Då cirka sex procent av alla barn och ungdomar deltar sällan eller aldrig i skolans undervisning i idrott och hälsa (Dartsch, Norberg & Pihlblad 2017) eftersträvas mer kunskap om ungdomars föreställningar om ämnet. En kvalitativ metod användes i form av gruppintervjuer där totalt tolv elever intervjuades. Empirin har analyserats utifrån Self- determination theory (Deci & Ryan 2008). Studiens resultat visade att eleverna har ömsesidiga föreställningar om ämnet och de centrala innehållen samt hur de motiveras till att delta i undervisningen. Eleverna föreställde ämnet som roligt, aktivt, paus från övriga ämnen och givande men kunde också vara utpekande och ibland enformigt innehåll. Motiverande faktorer för att delta i undervisningen är gemenskapen med sina klasskompisar, att få ett önskvärt betyg men även av att lära sig nya saker. Vidare visade resultaten att läraren och gruppen har en stor betydelse för att känna trygghet och därmed våga utmana sina kunskaper och förmågor. Dessutom har ämnet stor fokus på det centrala området rörelse och innefattar till stor del bollsporter som upplevdes gynna en viss grupp elever som utför dessa aktiviteter på fritiden. De elever som inte är aktiva på fritiden eller är vältränade har svårare att lyckas i undervisningen och få ett önskvärt betyg.

Telehealth and telemedicine have revolutionized the healthcare system in terms of access to information and remote medical treatment. While there is a great deal of literature on current perceptions of telehealth care systems, relatively little is known about perceived user needs and acceptance of future telehealth systems. One way to assess future attitudes is to evaluate anticipated usage of telehealth devices through perceived advantages and disadvantages. Additionally, this study seeks to assess the reliability of a new measure of technology acceptance that capitalizes on human motivation using self-determination theory. An online survey consisted of an original 40-item measure of motivation to use telehealth technology, the Psychosocial Impact of Assistive Devices Scale (PIADS; Jutai & Day, 1996), questions adapted from Edwards et al. (2014) about perceived advantages and disadvantages of telehealth devices, and open-ended questions about advantages, disadvantages, and concerns of interacting with telehealth devices in the future. The open-ended questions were coded for themes. Results also indicated that there was a high reliability between the MUTT and the PIADS, however the MUTT was slightly more reliable. Significant correlations were found between the overall MUTT and subscales of autonomy, competence, relatedness, and goals, as well as moderate correlations between the subscales of the PIADS (i.e., competence, adaptability, self-esteem) and the MUTT. The results of this research will be discussed further.

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<p>In spite of numerous benefits that are suggested for consumers’ utilizing integrated personal health record (PHR) systems, research has shown that these systems are not yet popular or well known to consumers. Therefore, research is needed to understand what would rise adoption rates for these systems. Hence, the main objective of this dissertation is to develop and empirically validate a theoretical model for explaining consumers’ intention to use integrated PHR systems.</p> <p>In developing the theoretical model of this dissertation, theories of information systems adoption were integrated with Self-Determination Theory (SDT), which is a well established theory from the Psychology literature that explains the mechanism through which individuals become more self-determined, i.e., motivated to take more active (rather than passive) roles in undertaking different behaviours. Taking such an active role by consumers, in the context of personal health management, is suggested to be necessary for realizing the full benefits of integrated PHR systems.</p> <p>The proposed theoretical model was validated using the PLS approach to structural equation modeling, on data collected from a cross-sectional survey involving 159 participants with no prior experience in using PHR systems. A stratified random sampling was employed to draw a representative sample of the Canadian population. The results show that consumers with higher levels of self-determination in managing their health are more likely to adopt integrated PHR systems since they have more positive perceptions regarding the use of such systems. Further, such self-determination is fueled by autonomy support from consumers’ physicians as well as consumers’ personality trait of autonomy orientation.</p> <p>This study advances the theoretical understanding of integrated PHR system adoption, and it contributes to practice by providing insightful implications for designing, promotion, and facilitating the use of integrated PHR systems among consumers.</p> / Doctor of Philosophy (PhD)

Many researchers have highlighted the need for students to have a willingness to communicate (WTC) in second and foreign language classrooms. WTC is important because it is believed that WTC leads to eventual communication both inside and outside the classroom. Previous research into WTC has centered mainly on the use of structural models and trait, self-reported measurements of WTC, but recent research has shown that WTC is also heavily dependent on the situation. However, very few studies recognize this and have, thus, not employed situational measurements of WTC. After a thorough review of WTC literature, 13 pertinent constructs were modified to reflect the situation in the foreign language classroom. These were related to constructs of the classroom, beliefs about communication; self-determined motivation; self-perceived competence; communication anxiety and willingness to communicate. A preliminary study employing exploratory factor analysis and Rasch analysis, followed by a main study conducted with and confirmatory factor analysis and Rasch analysis were undertaken with first- and second-year Japanese university students. The factor analysis was used to investigate the underlying structures of the factors and the Rasch analysis was used to determine fit, category functioning and dimensionality. Nine reliable and unidimensional factors were brought forward from the main study, which were Classroom Efficacy Factor and Classroom Affective Factor as the two classroom factors; Intrinsic Motivation for Communication, Introjected Regulation for Communication and External Regulation for Communication as the three self-determined motivation constructs, and finally, Self-Perceived Competence, Communicative Anxiety and Willingness to Communicate split in two subconstructs of pair/work and whole class activities. The second half the study was the formulation of a structural equation model using the above constructs to predict situational WTC. The model also included an often under-utilized resource, the teacher, who assessed the learners’ actual communication to identify if WTC leads to language use. All the fit indices in the final model (N = 376) were good, and the model included three additional paths. The model indicated that classroom constructs led to motivation and self-perceived competence, which predicted confidence. Motivation led directly to WTC and indirectly to WTC through confidence. Lastly, WTC predicted actual communication. The constructs in this study can be applied in other studies of situational WTC. This study helps to both expand our understanding of constructs affecting situational WTC and actual communication, and provides more validity to the construct of situational WTC. It also reaffirms the importance of what happens in the classroom, which is main arena for communication in the EFL setting. / Language Arts