Work values, defined as the end states people desire and expect to realize through work, appear to play a role in career success, but the small number of past studies have reported conflicting results, some of which may be attributed to research methodology. Using a person-centered approach to model the conjoint effects of intrinsic and extrinsic work values, the present study inductively investigated the association between work-value profile and career success using a three-panel longitudinal dataset consisting of 905 lawyers from the After the Juris Doctorate (AJD) study. Latent profile analysis identified five work-value profiles: (i) Neither Intrinsic nor Extrinsic (NIE); (ii) Moderately Intrinsic and Extrinsic (MIE); (iii) Highly Intrinsic (HI); (iv) Highly Intrinsic, also Extrinsic (HI[E]); and (v) Highly Extrinsic, also Intrinsic (HE[I]). Measurement invariance was established across gender, but gender was an antecedent to profile assignment, with males being more likely to belong to the NIE, MIE, or HE[I] profiles compared to the HI profile. The work-value profile construct displayed intuitive and meaningful relationships with objective and subjective career success indicators over time. The results exposed the inadequacies of methods that examine the effects of intrinsic and extrinsic work values separately. The two sets of values appeared to interact in a non-linear fashion in their associations with career variables, such that modelling them simultaneously, but only linearly, might also be misleading. Contrary to claims made by studies based on the self-determination theory, the HI profile was not positively associated with subjective career success. Generally, the more successful lawyers from early to mid-career also tended to report high intrinsic and high extrinsic work values i.e., those with the HI[E] and HE[I] profiles; the former enjoyed higher subjective career success while the latter exhibited the highest objective career success. The absence of the highly extrinsic profile among this sample of lawyers reinforced past calls to restructure the transactional rewards systems in large law firms.

Syftet med denna studie var att undersöka hur chefer och medarbetare upplevde organisationens målarbete samt hur de ansåg att den kunde förbättras, för att på så vis stärka arbetsmotivationen hos medarbetarna. Elva enskilda intervjuer genomfördes och materialet analyserades med hjälp av en induktiv tematisk analys. Detta resulterade i två huvudteman: Målarbetet och dess olika nivåer samt Faktorer som främjar arbetsmotivationen. Resultatet visade på ett fungerande och aktivt målarbete där medarbetarna gavs utrymme för självbestämmande och delaktighet. Förslag på förbättringsområden för att främja arbetsmotivationen inom målarbetet var uppföljning, utvärdering och kontinuerlig feedback.

Grön omsorg är ett begrepp som används för att beskriva en nischad verksamhet inom vård och omsorg som är förlagd på svenska gårdar. Detta för att ge människor som behöver särskilt stöd, en meningsfull sysselsättning, en levande landsbygd och en hållbar utveckling. När regeringen införde Lagen om Valfrihet (LOV) öppnades möjligheterna att starta privata verksamheter inom vård och omsorg. Den enskilda brukaren ges därmed ett större inflytande och valmöjlighet, vilket i sin tur motiverar entreprenörer att nischa sitt företag. Enligt Svenskt Näringsliv (2013) innebär en nischad verksamhet att entreprenörerna profilerar sig för att anpassa verksamheten efter den enskilda brukarens önskemål. För att Grön omsorg ska vara möjligt krävs det att det finns engagerade och motiverade entreprenörer som satsar sitt fulla engagemang och öppnar upp sin gård för andra människor att växa och utvecklas i. Studien undersöker genom kvalitativa intervjuer hur fem entreprenörers drivkraft har tagit dem dit de är idag. Olika motivationsfaktorer symboliserar de olika kategorier som framkom i bearbetningen av materialet. Dessa är bakgrunden till initiativet samt nulägesanalys och framtidsvisioner. Intervjuerna har spelats in och därefter transkriberats och genom en induktiv ansats skapades kategorierna, kondenserade meningsenheter och underkategorier. Resultatet som framkom av materialet var att oavsett placeringar i landet och verksamheternas olika inriktningar fanns där en röd tråd. Dessa bestod av en drivkraft och motivation och tydliga samband mellan teorierna Self Determination Theory (SDT), Hertzbergs motivations- hygienteori och Känsla av sammanhang (KASAM) kunde identifieras.

Early adolescence is a critical time for examining academic motivation, specifically motivation to read (Hervey, 2013). In order to support self-determined motivation to read, students’ needs for competence, autonomy, and relatedness must be met within the classroom context (Miller & Faircloth, 2014). Since classroom instructional practices are a key component of adolescents’ daily experiences in the classroom, research which investigates the influence of these practices on students’ self-determined motivation to read is needed. In addition, the perceptions of students and teachers regarding the degree to which classroom instructional practices meet students’ needs as well as the influence of classroom instructional practices on students’ self-determined motivation to read must be considered as the perceptions of these two groups of classroom stakeholders rarely fully converge (Delaney et al., 2014; Wang & Eccles, 2014). However, the field is lacking an established measure of both groups’ perceptions of classroom instructional practices and the degree to which they support students’ needs (i.e., competence, autonomy, relatedness) and self-determined (intrinsic) motivation to read. Therefore, this study sought to address this gap in the literature by developing and validating a measure with parallel teacher and student forms called the Language Arts Reading Practices Survey (LARPS). This measure assessed student and teacher perceptions of the degree to which classroom instructional practices in the language arts classroom support students’ needs for competence, autonomy, relatedness, and students’ self-determined motivation to read. The results of this study provide preliminary support for the validity of the student form of the LARPS, with less support for the teacher form of the measure. By assessing both student and teacher perceptions, the LARPS adds to the general understanding of specific instructional practices and how stakeholder groups view these practices regarding their ability to support students’ needs and motivation.

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.

Medarbetare är organisationers viktigaste resurs. För att medarbetare ska bli motiverade, prestera och må bra är det nödvändigt att skapa en arbetsmiljö där det finns förutsättningar för tillfredsställelse av psykologiska behov. Tre typer av psykologiska behov har definierats av självbestämmandeteorin (SDT) nämligen kompetens, autonomi och relaterbarhet. Denna studie antar en kvalitativ ansats och övergripande syftet med den varit att få en djupare förståelse om psykologiska behov på jobbet och mer specifikt att undersöka på vilka sätt psykologiska behov kan understödjas på en arbetsplats, representerad av förskola. Totalt sju medarbetare, varav alla var kvinnor på en förskola, deltog i intervjuer. Intervjuerna analyserades tematiskt och tre huvudteman samt sex underteman framträdde. Enligt studiens resultat sker inte behovstillfredsställelse automatiskt utan det krävs att organisationen skapar förutsättningar för att främja tillfredsställelse av psykologiska behov på arbetsplatsen. Tillfredställelse av kompetensbehovet sker genom att få möjlighet till kompetensutveckling och att få konstruktiv feedback. För att understödja autonomibehovet behövs det att medarbetare får möjlighet att påverka den egna arbetssituationen och att ha en god kommunikation mellan ledare och medarbetare. För att tillfredsställa relaterbarhetbehovet behöver medarbetare att ha goda relationer med andra och att de bryr sig om varandra på arbetsplatsen.

The purpose of this study was to determine to what extent a coach’s coaching style is associated with the athlete’s basic psychological needs fulfillment of autonomy, competence and relatedness. A survey was distributed to 204 varsity student-athletes at Cal Poly, San Luis Obispo representing 13 teams. The data were used to determine the impact of coaching style on the athlete’s fulfillment of autonomy, competence and relatedness. An authoritative head coaching style was found to have a positive impact on an athlete’s fulfillment of autonomy, competence and relatedness. A similar result was found for assistant coaches. Overall, these findings can help coaches and athletic departments.

Driven by a growth of single-person households and individualized lifestyles, solo dining in restaurants is an increasingly recognizable trend. However, little is known about solo diners’ motives and preferences in on- and off-premises restaurant dining and the subsequent behavioral intentions. In order to enhance the understanding of solo diners’ motives, preferences, and behavioral intentions in restaurant dining, this dissertation proposed and completed three studies related to solo (vs. group) diners’ menu-decision making process, solo (vs. group) diners’ service mode-decision making process, and a restaurant scale development for solo diner friendliness. Specifically, Study 1 examined the effect of dining social context (solo vs. group) on healthy or indulgent menu item decisions using self-control dilemmas and temporal construal theory as a theoretical framework. Findings revealed that solo diners showed less preferences for indulgent menu items because of a more utilitarian (i.e., less hedonic) consumption orientation than group diners, and that solo diners showed more preferences for healthy menu items than group diners when the menu included nutrition information such as calories, fat, and sodium. Study 2 examined the effect of dining social context (solo vs. group) on off-site over on-site dining intentions based on three mediators and the moderating role of self-determination using the self-determination theory. Findings revealed that, in the self-determined condition, solo diners showed more preferences for off-premises dining than group diners via greater convenience-seeking and polychronicity-seeking tendencies and lower anticipated enjoyment of on-premises dining. In the context-determined condition, solo diners showed more preferences for off-premises dining than group diners only via polychronicity-seeking and anticipated enjoyment of on-premises dining, and the effects were smaller. Lastly, Study 3 developed and validated a Solo Diner Friendliness (SoDF) scale that measured restaurant menu and service dimensions important for solo diners’ enjoyment as well as restaurant revisit intentions. The SoDF scale provided nine items under three factors, namely, <i>Inconspicuousness</i>, <i>Proper Service</i>, and <i>Healthy Menu Items</i>, that are valid and reliable measurements for future research and restaurant operators. Altogether, this dissertation offered theoretical and practical implications regarding how solo diners differed from group diners on various motivational and behavioral perspectives in on- and off-premises restaurant dining.<br>

Syftet med denna kvalitativa studie är att undersöka tio femtonåriga andraspråkstalande pojkars och flickors läsvanor, läsattityder och läsmotivation samt att försöka identifiera faktorer som främjar högstadieelevers läsning. Vid datainsamlingen nyttjades semistrukturerade intervjufrågor samt en aktualiserad och reviderad variant av PISA:s elevenkät från 2018. Den insamlade datan som rörde motivationsaspekter analyserades med hjälp av Self determination theory. Resultaten visar övervägande positiva läsattityder, viss skillnad i läsvanor beroende på biologiskt kön där pojkarna överlag uppgav mer regelbundna läsvanor än flickorna, samt att pojkarna generellt läste andra texttyper än skönlitteratur, medan de läsande flickorna uteslutande konsumerade skönlitteratur. Gällande läsmotivation uttryckte informanterna att det var viktigt att välja skönlitteratur själva (självbestämmande), men att de efterfrågade stöttning i form av ett avgränsat och anpassat urval för att litteraturvalet inte skulle upplevas som övermäktigt och påtvingat. Vidare visade resultaten att det är av stor vikt för informanternas läsmotivation huruvida läsningen upplevdes som en social aktivitet eller inte (tillhörighet) samt att informanternas upplevda kompetens spelade en avgörande roll för läsmotivationen.  Slutligen visar denna studie att explicita skolinsatser initierar en positiv dominoeffekt, vilken främjar elevers läsning ur ett holistiskt perspektiv eftersom läskomponenterna växelverkar.

<div>Self-Determination Theory (Ryan & Deci, 1985, 2018) suggests that teachers’ autonomy support and control practices (i.e., motivate students through internal motivational resources or through external pressure and control) directly impact student motivation, achievement, and well-being (Ryan & Deci, 2018). To prepare future teachers who engage in autonomy support practices, the dissertation aimed to examine preservice teachers’ intentions to enact autonomy and control, and the individual beliefs and motivations predicting such intentions, through a combined perspective of Self-Determination Theory and Self-Theories of intelligence or the mindset theory (Dweck, 1986, 2000). Growth and fixed mindset, the incremental and fixed beliefs about individual attributes (e.g., intelligence, talent; Dweck, 2000), was proposed as an additional individual factor contributing to autonomy and control practices beyond other factors specified in Self-Determination Theory.</div><div>Participants were preservice teachers enrolled in the teacher education programs from three Midwestern universities. Through a quantitative survey study (N = 237), Study 1 examined the interrelationships among growth mindset, autonomous motivational orientation, intrinsic motivation for teaching, beliefs about autonomy, and intentions to enact autonomy in daily teaching. Structural equation models revealed that growth mindset and autonomous orientation were positively correlated. Both growth mindset and autonomous orientation significantly predicted intrinsic motivation for teaching and beliefs about autonomy support, and indirectly predicted intentions to enact autonomy support through beliefs about autonomy support. Intrinsic motivation for teaching also significantly predicted intentions to enact autonomy support through beliefs about autonomy support. The findings supported the unique role of growth mindset beyond other predictors of autonomy support.</div><div>Study 2 adopted a qualitative approach, and examined in-depth the dynamics between preservice teachers’ mindset and intentions to enact autonomy and control and by extension the highly related intentions to enact structure and involvement (i.e., the practices to promote student competence and to support their relational needs; Ryan & Deci, 2018). Although structure and involvement are constructors under the broader umbrella of autonomy, in this work, structure and involvement were conceptualized separately from autonomy to highlight practices that specifically support basic psychological needs for competence, relatedness, and autonomy respectively. Participants were assigned to a growth-mindset group (strong growth mindset), a mixed-mindset group (relatively mixed mindset), and a fixed-mindset group (relatively fixed mindset). Interviews (N = 17) highlighted the practices preservice teachers used and would continue to use with specific examples from practicum experience and upon reflections of given scenarios, focusing on difficult situations when students have motivation-behavior and/or ability issues. The difficult situations reflect “pressure from below” that is predominant in daily teaching and easily pull out teachers’ control practices (Reeve, 2009). Field journals (N = 103) collected from a foundational educational psychology class reported preservice teachers’ observations and evaluations of teacher autonomy/control practices in practicum, and if same practices would be implemented in future teaching and modifications. Results revealed that the interview fixed-mindset group had strongest intentions to enact control under “pressure from below,” and in particular when facing students with combined motivation, behavior, ability problems that would create highest pressure. All groups demonstrated relatively high intentions for structure and involvement. Although the groups demonstrated low to moderate intentions for autonomy specifically, overall, autonomy supportive practices were well endorsed by participants in all three mindset groups, as structure and involvement are practices which fit under the broader umbrella of autonomy. Larger percentages of participants in the field journal growth- and mixed-mindset groups reported intentions for autonomy and not using control than the fixed-mindset group; similar percentages of participants in all groups reported intentions for control.</div><div>The dissertation responds to teacher education researchers’ proposition that examining preservice teachers’ beliefs and motivations should be a central concern of teacher education (Levin, 2015). It also responds to the recent call in educational psychology for multifaceted models of motivation from complementary perspectives (Linnenbrink-Garcia & Patall, 2016). The combined perspective provides new insights into understanding teacher autonomy support and control. Meanwhile, the studies have practical implications for training preservice teachers to provide autonomy support for their future students, and to cope with the pressure and difficulties they will often encounter in real world classrooms and refrain from control practices.</div>