The purpose of this research is to see if people’s motivation can be developed by the practice of the method focusing. The motivational constructs used to reflect the participants sense of motivation is; autonomy and competence. Autonomy is in this study derived from the theory of self-determination and is concerned with the participant’s degree of expressing their personal or autonomous desires, choices and goals (Skinner & Edge, 2002). Competence is in this study, a construct derived from Self-efficacy theory, and is concerned with the participants’ degree of using their capabilities effectively (Bandura, 1997). I have used qualitative methods; more specifically I have been inspired by phenomenology, to explore the common essences of the effects of focusing on their sense of motivation. I have interviewed three participants which have at least completed two levels of focusing. They are thus considered familiar with the essence of focusing, which practically means spending time or listening to a bodily felt issue, experience or problem (Gendlin, 1996). The raw data were analyzed by using a phenomenological reduction which resulted in four themes. The three themes that caught the essence of their experience of motivation were; “I focus on what I can do in my career,” “I am clearer about me in relationship with other people,” and “I want to do this.” The degree of their motivation was discussed with literature from Albert Bandura (1997, 2001), Edvard Deci and Richard Ryan (1985, 2002). The final theme representing their experience of focusing; “I can read what is going on,” was used together with relevant literature from Eugene Gendlin (1996, 2003) to gauge the effect of focusing, on the participants’ sense of motivation. The Findings in this study indicate that there is a positive effect from the practice of focusing on the participants’ motivation. The participants seem to use their competence and autonomy better. Focusing seem to contribute in terms of; higher levels of self-aiding thoughts and feelings, a stronger inward relationship and a stronger control in terms of overcoming negative states and perceived challenges. The participants seem more inclined to  act from personal or autonomous desires and goals and to use relevant competence effectively in social and occupational settings.

Denna uppsats handlar om hur motionärer upplever musiken under styrketräningspass vid gruppträning och vad i musiken som är motiverande. För att samla in material till uppsatsen har jag använt mig av observation, enkät och analys av musik vid ett och samma styrketräningspass på Olympen Träningscenter. Empirin har utvärderats och tolkats utifrån den motivationsteorin som utarbetats av forskarna Edward L. Deci och Richard M. Ryan från University of Rochester i New York, som kallas för Self-Determination Theory eller SDT. Mina resultat visar att majoriteten av deltagarna tycker det är viktigt med musik vid träning för att känna motivation. Som viktigaste musikaliska faktor upplevs i detta samband musikens tempo. Mina observationer och informanternas enkätsvar tyder också på att musiken hjälper till att öka motionärernas inre motivation som får anses som den mest varaktiga kategorin av motivation.

Recent events in East Timor and other regions have highlighted the dangers of leaving issues of self-determination unresolved for too long. Despite the tact that self-determination is one of the guiding principles of the UN Charter, many controversies over its precise meaning and application continue to preclude a coherent, comprehensive approach to the principle by Stales. This thesis analyses the main controversies over the right of all peoples to self-determination and suggests some conclusions as to the present status of this right under international law. The author also analyses potential approaches to enforcing a legitimate right to self-determination and concludes that there appears to be no effective enforcement mechanism, unless one has the support of a sovereign State in advocating one's cause. Historically, realisation of this right has more often involved a successful campaign of violence or coercion against the party denying the right, and subsequent recognition by the international community of the legitimacy of the campaign. Clearly, this situation is not conducive to international peace and security. The author argues that international criminal law may provide the only effective means of enforcing legitimate rights to self-determination at this time. This conclusion is drawn with reference to Professor M. Cherif Bassiouni's theory of five stages through which a human right evolves, from a mere aspiration, to a right whose breach attracts penal proscriptions. Bassiouni argues that, in international law, a human right becomes a suitable subject for international criminal law when effective enforcement modalities for that right have failed. The thesis concludes with a suggestion that the right to self-determination may be one of the rights protected under the 1998 Rome Statute of the International Criminal Court, within the definition of the crime against humanity of "persecution" (article 7(1)(h) & (2)(g)).

Relative autonomy describes the degree to which people connect their actions to internal values and goals, rather than external standards and expectations (Deci & Ryan, 2000). The present research examined how relative autonomy moderates defensive responses to psychological threats. The first set of studies compared the effects of negative performance feedback to negative feedback about internal aspects of the self (i.e., motivation). The latter threat was expected to be more self-relevant to higher than lower autonomy individuals, who typically do not react defensively to performance threats. In Study 1 (N = 106), having a more autonomous disposition predicted decreased positive affect in neutral and performance threat conditions, but not under motivation threat. In Study 2 (N = 165), participants having a more autonomous disposition showed a consistent desire to engage in intrinsic pursuits across all conditions, but a decreased interest in extrinsic pursuits when threatened. The second set of studies aimed to expand the spectrum of threat-responses to determine whether autonomy would predict greater commitment toward personal goals upon exposure to universally relevant threats (i.e., mortality salience, relational threat). Results of Study 3 (N =120) suggested that more autonomous participants reacted to the threat of mortality (i.e., thinking about their own demise) by planning for future goals and maintaining positive affect. Study 4 (N = 122) compared positive with negative relationship feedback and revealed that participants higher in autonomy were increasingly likely to agree with positive, and disagree with negative, feedback. Additionally, autonomy predicted consistent positive affect and sustained engagement with intrinsic pursuits. In sum, compared with individuals lower in autonomy, those higher in autonomy displayed more positive affect and eagerness to accept positive feedback under a variety of threats, including threats to motivation, relational need satisfaction, and existence as an individual. More autonomous participants distinguished themselves from less autonomous participants by sustaining their interest in existing pursuits and selectively disengaging from less intrinsic activities. Expanding on existing self-determination theory research, these results suggest that a more autonomous disposition relates to greater positivity overall and to a tendency to react to threat with focus on and discernment among personal goals.

Studien handlar om svenska gymnasieelevers motivation för att studera matematikämnet. Den teoretiska grunden hämtas ifrån Self-Determination Theory (Deci & Ryan, 1985). Studiens syfte är att undersöka hur väl gymnasieelevers egen uppfattning om sin motivationsnivå kan prediceras genom de fyra ingående motivationsorienteringarna i Self-Determination Theory: (1) external regulation; (2) introjected regulation; (3) identified regulation; och (4) intrinsic motivation. Deltagarna (n = 132), 44 pojkar, 84 flickor och fyra som valde att inte specificera kön, studerar vid två gymnasieskolor i Falu kommun. Deltagarna fick via en webbsida besvara en enkät som mätte variablerna: upplevd motivationsnivå, external regulation, introjected regulation, identified regulation och intrinsic motivation. Multipel regression användes för att testa om de ingående variablerna i Self-Determination Theory kan predicera deltagarnas upplevda motivationsnivå. Resultatet visar att 69.9% av upplevd motivationsnivå kan förklaras genom de fyra ingående motivationsorienteringarna. De ingående fyra motivationsorienteringarna fanns ordnade enligt teori, vilket innebar att faktorer som upplevs mer autonoma också indikerar på högre motivationsnivå. Studiens resultat visar att gymnasieelevers självupplevda motivationsnivå kan prediceras genom Self-Determination Theory och dess motivationsorienteringar. De deltagare som skattar sin egen motivationsnivå som hög, är också de deltagare som i högst grad drivs av identified regulation och inre motivation, liksom att de deltagare som skattar sin självupplevda motivationsnivå som lägre drivs mer av yttre motivation.

The study focuses on the current status of the Sami indigenous community of Sweden and on the implementation of the concept of self-determination for indigenous peoples, as presented by the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) of 2007. Nowadays, even if the Sami community of Sweden can enjoy several political, economic, social and cultural rights, a lot remains to be done concerning the development of their self-determination because several international principles related to indigenous rights have not been implemented so far.   Therefore, the aim of the study is to explore how the Sami people of Sweden define and understand the principle of self-determination for indigenous peoples and how they would like to implement it in the future, while also focusing on what can be learned from their particular situation from a conceptual perspective. To achieve that, the research has been mainly based on a field study carried out at the end of April 2014 and at the beginning of May 2014. Several representatives belonging to different Sami political parties and Sami stakeholder’s organisations have been interviewed on the field. Moreover, two academic researchers and one public relations officer have also been contacted and interviewed afterwards to offer a different perspective on the topic.   The findings of the study indicate that the interviewees have highlighted three main issues while defining the concept of self-determination for indigenous peoples: the importance of recognition and self-identification, the respect of indigenous traditions and the protection of traditional lands. Besides, many ideas mostly based on the development of the Swedish Sami Parliament have also been mentioned while thinking about the future. The study has also shown that the indigenous position in Sweden is quite paradoxical because even if the Sami people have some rights, they do not have self-determination as the current situation is still dominated by the state. Finally, another major aspect of the findings has also indicated that self-determination is mainly about changing attitudes between the states and indigenous peoples.

With Inuit identifying as a people beyond nation-state boundaries, and Nunavummiut and Greenlanders as citizens of Canada and Denmark, the right to self-determination has followed distinct trajectories in the jurisdictions examined in my thesis. Nunavut has a constitutional mandate to be responsive to the Nunavut Land Claims Agreement, paradoxically intensifying the relationships with the federal government towards further devolution and maintaining an ethnic divide trespassing territorial lines. Envisioning statehood, Greenland has chosen to gradually break economic ties with Denmark and in mainstreaming its governance capacity it appears to be branching off ethnocentric policies. In what seem opposing pathways, autonomous postsecondary education institutions are positioned to mitigate the notional extremes the right to self-determination calls upon. By comparing institutions steering through conflicting missions, this thesis illustrates the ways in which the right to self-determination operates against the backdrop of regained geopolitical prominence of the Arctic Region. Applying a legal theoretical framework to the scholarship of indigenous education this thesis raises a number of issues in carrying forward the right to self-determination once indigenous peoples regain control over their destinies. Issues regarding social stratification challenging the politics of representation indicate that achieving some form of autonomy does not necessarily result in social justice as the indigenous rights advocacy scholarship suggests. Considering the Inuit right to self-determination as a process right rather than an outcome, this finding highlights internal pluralities challenging the reification of Inuit identity on the basis of cultural, political, and socioeconomic difference. This thesis advocates for examining the contingencies that shape Inuit multiple allegiances accounting for peoples vantage geopolitical positioning. As Inuit redefine their position in the local, national, and global spheres, important knowledge is produced overcoming the single overriding of identity politics. Recognizing that Inuit knowledge is knowledge in context, the author contends, may lead to new ways for postsecondary education to uphold the Inuit right to self-determination.

With Inuit identifying as a people beyond nation-state boundaries, and Nunavummiut and Greenlanders as citizens of Canada and Denmark, the right to self-determination has followed distinct trajectories in the jurisdictions examined in my thesis. Nunavut has a constitutional mandate to be responsive to the Nunavut Land Claims Agreement, paradoxically intensifying the relationships with the federal government towards further devolution and maintaining an ethnic divide trespassing territorial lines. Envisioning statehood, Greenland has chosen to gradually break economic ties with Denmark and in mainstreaming its governance capacity it appears to be branching off ethnocentric policies. In what seem opposing pathways, autonomous postsecondary education institutions are positioned to mitigate the notional extremes the right to self-determination calls upon. By comparing institutions steering through conflicting missions, this thesis illustrates the ways in which the right to self-determination operates against the backdrop of regained geopolitical prominence of the Arctic Region. Applying a legal theoretical framework to the scholarship of indigenous education this thesis raises a number of issues in carrying forward the right to self-determination once indigenous peoples regain control over their destinies. Issues regarding social stratification challenging the politics of representation indicate that achieving some form of autonomy does not necessarily result in social justice as the indigenous rights advocacy scholarship suggests. Considering the Inuit right to self-determination as a process right rather than an outcome, this finding highlights internal pluralities challenging the reification of Inuit identity on the basis of cultural, political, and socioeconomic difference. This thesis advocates for examining the contingencies that shape Inuit multiple allegiances accounting for peoples vantage geopolitical positioning. As Inuit redefine their position in the local, national, and global spheres, important knowledge is produced overcoming the single overriding of identity politics. Recognizing that Inuit knowledge is knowledge in context, the author contends, may lead to new ways for postsecondary education to uphold the Inuit right to self-determination.

Undersökningens syfte var att undersöka gymnasielevers motivation till ämnet Idrott och Hälsa. Studien har utgått från en kvantitativ forskningsansats där enkätformulär tillämpats vid utförandet. Insamlad data kommer från 82 respondenter, valda efter en strategisk urvalsprincip. Med anledning av att antalet respondenter är begränsat ämnar studien bara att uttala sig som de respondenter som också ingår i studien. Studien har sin teoretiska grund i Self Determination Theory (SDT) som förklarar motivation utifrån det inre värdet i en aktivitet, inre motivation, eller från yttre faktorer i omgivningen, yttre motivation, eller en total avsaknad av motivation, amotivation. Detta teoribygge har kompletterats av två underteorier. Den ena, Basic Need Theory, handlar om att inre motivation är beroende av individens upplevelse av tre grundläggande psykologiska behov; kompetens, självständighet och samhörighet. Den andra, Organismic Integration Theory, handlar om att yttre motivation kan delas in i fem olika motivationsprofiler; (1) amotivation, (2) yttre reglering, (3) introjicead reglering, (4) identifierad reglering, (5) inre reglering, i ett kontinuum efter fallande nivå av reglering från yttre faktorer. Inom SDT kopplas dessa teorier samman och påvisar att en högre grad av tillfredsställda grundläggande psykologiska behov innebär en lägre grad av reglering från yttre faktorer. Sammantaget har resultatet av denna studie visats att eleverna övergripande upplever att det finns möjlighet att påverka undervisningens innehåll, utvecklas och utmanas genom undervisningen och att det finns en social miljö där de trivs. Vidare visar resultatet av studien att eleverna inte i någon större utsträckning upplever sig reglerade från yttre faktorer. Resultatet visar även på en viss tendens till ett negativt samband mellan de grundläggande psykologiska behoven och de fem motivationsprofilerna. Med detta innebär att när graden av tillfredställelse av de tre grundläggande psykologiska behoven ökar så minskar nivån av den upplevda nivån av yttre reglering. Resultatet visade även på att tendenser som tyder på att de elever som är aktiva i en idrottsförening utanför skolan har en högre tillfredställelse av de tre grundläggande psykologiska behoven än de elever som inte är föreningsaktiva.

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