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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Autonomy is defined as the subjective experience of congruence between one’s basic values and behavior. Research guided by SDT has focused on the socializing conditions that either foster or undermine the individual’s autonomy at the expense of considering the individual’s capacity to function autonomously by actively and purposively shaping his or her social ecology. The present research adopted a social-ecological approach to the problem of human autonomy, wherein people are presumed to strive for autonomy by relying on their traits and abilities to extract what they need from the social environment. After completing a range of individual difference measures, first-year female undergraduates engaged in a leaderless group discussion task and provided round-robin ratings of their group-members’ social power; self-reported autonomy satisfaction was also assessed. Findings revealed that the personality trait Openness to Experience held predictive relations to social power attainment and, through this association, was positively related to autonomy satisfaction.

Autonomy is defined as the subjective experience of congruence between one’s basic values and behavior. Research guided by SDT has focused on the socializing conditions that either foster or undermine the individual’s autonomy at the expense of considering the individual’s capacity to function autonomously by actively and purposively shaping his or her social ecology. The present research adopted a social-ecological approach to the problem of human autonomy, wherein people are presumed to strive for autonomy by relying on their traits and abilities to extract what they need from the social environment. After completing a range of individual difference measures, first-year female undergraduates engaged in a leaderless group discussion task and provided round-robin ratings of their group-members’ social power; self-reported autonomy satisfaction was also assessed. Findings revealed that the personality trait Openness to Experience held predictive relations to social power attainment and, through this association, was positively related to autonomy satisfaction.

High levels of self-determination are associated with positive adult outcomes for young adults with developmental disabilities. Project TEAM is an intervention that teaches skills related to self-determination. The primary aims of Project TEAM are attainment of activity goals and increase in curriculum-related knowledge. This secondary analysis of a quasi-experimental study with pre and post measures and two non-randomized groups (Project TEAM participants and a “goal-setting only” comparison group) had two aims: (a) to evaluate if participation in Project TEAM is associated with greater increases in self-determination over time compared to participation in a “goal-setting only” condition; and (b) to identify predictors of change in self-determination. ANCOVA and ANCOVA analyses evaluated change in self-determination over time and regression analyses were used to evaluate predictors of changes in self-determination. The results suggest a non-significant pattern of increase in self-determination for all youth over time. Although no significant within or between group differences were identified for youth-reported changes in self-determination, youth who were younger and/or had lower levels of self-determination at baseline had greater increases in self-determination, with initial self-determination contributing significant unique variance to a predictive model. The inclusion of adaptive behavior as a covariate led to the loss of within group effects for parent-reported changes in self-determination. However, adaptive behavior was not significantly associated with or predictive of changes in parent-reported self-determination. We propose that our results reflect a dynamic relationship between personal characteristics, youths’ and parents’ frames of reference, and perceived self-determination.

Students' self-determination (SD) can positively influence their ability to make choices in planning for their future. The current study is a preliminary validity study on the most recent 21-item version of Shogren and Wehmeyer's Self-Determination Inventory: Student Report (SDI-SR). The SDI-SR was administered to 316 students (ages 13-22) and results were examined with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results of the EFA on a 7-factor solution (TLI = 0.97; RMSEA = 0.04; SRMR = 0.02) aligned with the theoretical basis for the SDI:SR as well as results for the 7-factor CFA using simulated data (TLI = 0.913; RMSEA = 0.047; SRMR = 0.072 and CFI = 0.931); however, the CFA 7-factor solution results on the present study data were slightly lower than what is considered acceptable model fit (TLI = 0.883; RMSEA = 0.04; RMSR = 0.047). These results combined suggest that theory-based 7-factor solution does capture seven latent constructs in this data. A CFA was also conducted with a 5-factor structure based on factor loading from an EFA using the present research data resulting in a better model fit (TLI = 0.912; RMSEA = .075; SRMR = 0.046; and CFI = 0.940) as well as a CFA run with the simulated data resulting in an even better fit (TLI = 0.952; RMSEA = 0.040; SRMR = 0.064; and CFI = 0.967) than the 7-factor solutions. It appears the current study results aligned with five of the latent factors of SD.

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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.

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Medical students enter medical school with varied backgrounds and learning expectations. Tensions arise between medical students’ expectations and expectations of the teachers and program, which impacts motivation. In self-determination theory people are motivated by satisfaction of three psychological needs: autonomy, competence, and relatedness, which enhance self-determination, but when hindered decrease motivation and well-being. The purpose of this study was to explore medical students' perspectives of their self-determination during medical school by exploring medical students’ perspectives of autonomy-supportiveness, competence-supportiveness, and relatedness with their teachers in their medical education program, and the impact on their learning. I used mixed methods design with two phases. In Phase I, medical students from a single institution completed three surveys all derived from self-determination theory, which investigated causality orientation, autonomy-supportiveness of teachers, and motivation to engage in learning. In Phase II, two World Café events were held at two sites. Medical students’ discussed their perspectives of autonomy, competence, and relatedness in their medical education. I used deductive content analysis to organize the findings into themes. In Phase I, 178 students responded (57% female). Survey scores were compared by gender, year in program, years of university before medical school, and distributed program site. The results indicated that medical students were autonomously oriented. Females were more autonomy-oriented than males, and engaged in learning for more autonomous reasons. Students in the distributed site perceived their teachers to be less autonomy supportive. In Phase II, 64 students attended two World Café events. Themes were categorized according to psychological need. The students identified several teacher actions and curricular structures that supported and hindered their self-determination. The themes across distributed sites were consistent; however, students in the distributed site perceived lower autonomy and less relatedness with their teachers. This study used qualitative methods to explore students’ perspectives of self-determination, which is unique to the self-determination literature. Educators often emphasize teaching methods to maximize cognitive and motivational outcomes. However, medical students emphasized specific teacher actions and curricular supports as most important for establishing the motivational context for learning. This research will help medical teachers to intentionally create appropriate motivational contexts for learners.