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This essay aims to examine the attitudes and motivation toward literary studies in English in upper secondary school students as well as to determine which tools practicing teachers can apply to increase their students’ language learning motivation within literature teaching in the Swedish curriculum. The questions that this study set out to answer was: How do students rate their ability to succeed in different tasks relating to English literary education? How can teachers in Sweden design their lessons in English literature to motivate their students? Which are some of the best ways to teach literature to students from a motivational standpoint? The primary theories used in this study are; self-efficacy theory and theories regarding intrinsic and extrinsic motivation. This study used a qualitative method to examine the students’ attitudes towards reading English literature in schools. The research tool used is a questionnaire with both general questions regarding literature in addition to questions about how the students would rate their chance to succeed with a task relating to literary studies. This study found that one of the primary methods that teachers should apply when teaching literature to EFL students was giving the students a choice in reading material as well as using age-appropriate material. Using shorter texts such as short stories and extracts from novels was also a method that the students’ preferred. This study showed that using standardized testing is the least preferred examination method to use when assessing the students. On the other hand, the preferred examination methods were writing book reports, essays or using group discussions or answering study questions. Furthermore, it is important for the teacher to know the group and plan accordingly and listen to the students and give them a choice in what they read and how to assess them at the end of the literary module to give the students a greater chance of success.

In an attempt to meet monetary-driven mandates to improve student achievement test scores, administrators are replacing physical education activities with subject matter classes in many American schools. This practice negates the positive contributions of physical activity to academic performance and student fitness. Guided by self-efficacy theory, this study assessed the impact of optimal versus minimal physical fitness state on student academic achievement. The study sample included 5,416 9th grade students from the same school district who completed a minimum of 5 of the 6 components of the FITNESSGRAM tests, and who also completed the math and English language arts (ELA) portions of the California Standards Test. The independent variables were optimal and minimal physical fitness based upon completing 6 or 5 FITNESSGRAM components, respectively. Analyses included independent samples t tests, ANOVA, and Dunnet's C test to detect differences in mean academic scores with gender and ethnicity as covariates. Optimally fit students had significantly higher (p < 0.05) scores in math and ELA tests relative to minimally fit students. Female academic test scores tended to be higher than male scores in both academic tests. School officials, when contemplating curricular programs devoid of a physical education component, might judiciously reassess the positive effects of physical fitness upon academic achievement and the associated biopsychosocial benefits for their students. Physically fit and academically enriched students may provide a foundation for positive social change directed at engendering a healthier, motivated, and productive citizenry.

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The strength model of self-control suggests that self-regulation and self-control processes are governed by finite internal energy resources. However, this perspective has recently come under scrutiny suggesting that self-control processes are not solely constrained to limited resources and may also be guided by motivational-cognitive processing. Self-efficacy theory and control theory are two theoretical views of self-regulation that also suggest self-regulation failures are dependent on motivational-cognitive processes; however the potential role of limited resources has not been evaluated in the context of these theoretical views. This dissertation sought to advance our understanding of self-regulation and self-control of exercise behaviour by integrating the three theoretical perspectives discussed above. Study 1 showed that self-control depletion leads to reductions in task self-efficacy mediating the self-control depletion – negative performance change relationship. Overall, findings are consistent with self-efficacy theory. However the results are limited as the mechanism(s) leading to reduced self-efficacy following self-control depletion remain unclear. Study 2 explored a sequential (serial) mediation model investigating the idea that exerting self-control leads to an altered psychophysiological state increasing subjective fatigue, which in turn, leads to reduced self-efficacy to exert self-control and reductions in physical self-control performance. Findings supported the proposed sequential mediation model. However, it remains unclear to what extent that self-efficacy plays a passive or active role guiding self-controlled behaviour following self-control depletion. Study 3 explored the independent and interactive effects of self-control depletion and normative performance feedback on self-efficacy and physical self-control. Findings showed an interaction between self-control depletion and feedback. Findings support predictions of control theory when self-control resources are intact, but suggest feedback information is processed differently when self-control strength is depleted. Overall, results show that when self-efficacy is manipulated by feedback the effects of self-control depletion on performance are no longer evident supporting self-efficacy’s role as an active causal mechanism determining behaviour. / Dissertation / Doctor of Philosophy (PhD) / Self-control failures are at the heart of many societal problems. A dominant theoretical view suggests self-control is governed by a limited internal resource. However, this perspective has recently been opposed by theorizing and evidence suggesting that people experience self-control failures due to shifts in motivational-cognitive processes. This thesis integrated three theories of self-control (i.e., strength model of self-control, control theory, and self-efficacy theory) in an attempt to provide a more complete understanding of why self-control failures occur for people performing demanding physical exercise. Findings suggest that each theoretical perspective provides complementary explanations for why self-control failures occur and how they can be overcome through shifts in cognitive processing. Specifically, self-control exertion leads to subjective fatigue, which decreases self-efficacy to exert self-control, and in turn reduces self-control performance. Furthermore, after self-control exertion, positive normative performance feedback increases self-efficacy and subsequent self-control performance whereas negative feedback drastically reduces self-efficacy and performance.

Syftet med studien var att undersöka vad arbetssökande upplever motiverar dem till egen försörjning genom arbetstagande med utgångspunkt i jobbstimulansen och andra metoder inspirerade av motivationsteorierna Self-Efficacy Theory och Self-Determination Theory. Inspiration till studien uppkom ur ett intresse för- och ifrågasättande av reformen som beskrivs i 4 kap. 1b § Socialtjänstlagen (2001:453), även kallad jobbstimulansen, vars införande bland annat syftade till att göra det lönsamt för arbetssökande biståndstagare att ta ett arbete, men som kan anses fått andra negativa effekter (Socialstyrelsen 2016). Jobbstimulansen är fortsatt en del av socialtjänstens arbete utan tydliga belägg för att modellen faktiskt gör det den ska; motivera individer ut i arbete. Detta föranledde studiens övergripande frågeställning: Vad upplever arbetssökande motiverar dem till egen försörjning genom arbetstagande?  För att besvara syftet och dess frågeställningar genomfördes en vinjettstudie med inomgruppsdesign där respondenterna var eller har varit arbetssökande. Studiens resultat indikerar att inre motivationsincitament upplevs mer motiverande än yttre ekonomiska incitament vilket således står i kontrast till nuvarande lagstiftad metod. Vidare belyser studien att det finns andra metoder som kan fungera bättre än jobbstimulansen samt vilka teoretiska grunder detta kan baseras på. Trots att studien kan anses vara experimentell och bitvis fiktiv då vi endast mäter grad av upplevd motivation och inte faktisk motivation kan resultatet anses vara intressant då den motsätter sig nuvarande metod samt påbörjar ett utforskande av motivationsarbete inom socialtjänsten. / The aim of the study was to examine what unemployed job seekers experiences create motivation toward self-sufficiency trough employment in relation to the current statutory method jobbstimulansen (the Job Stimulus) and other methods inspired by motivational theories such as the Self-Efficacy Theory and the Self-Determination Theory. Inspiration for the study arose from an interest in- and a questioning of the reform described in 4. Ch. 1b § of Socialtjänstlagen (2001:453), known as the Job Stimulus. The insertion of which aimed, among other things, at making it profitable for job seekers to take a job can be considered to have had other negative effects (Socialstyrelsen 2016). The Job Stimulus is still part of the Social Services' work without clear evidence that the model does what it is supposed to; motivate individuals into work. This led to the study's overarching question: What do job seekers feel motivates them toward self- sufficiency through employment? To answer the purpose and its questions we made a vignette study where the respondents currently are or have been unemployed. The result of the study indicates that internal motivational incentives are perceived as more motivating than external financial incentives, which thus contrasts with the current statutory method. Furthermore, the study illuminates alternative methods that may prove more effective than the Job Stimulus, along with the theoretical underpinnings supporting these approaches. Although the study may be considered a bit experimental and partially fictitious as we only measure the perceived degree of motivation and not actual motivation, the result can be considered interesting as it opposes the current method and begins an exploration of motivational work within the Social Services.

This study investigates how players experience psychological benefits, specifically in promoting resilience and positive behavior change, in Soulsborne games. It is important to note that this study does not suggest video games as a substitute for professional therapy or mental health treatment. This inquiry holds significance for game researchers and designers, and broadens the conversation on the psychological impacts of video games, particularly in unconventionally challenging games. The methodologies used include a close reading of common design elements and a content analysis of public online discussions, underpinned by the principles of the self-efficacy theory and Self-Determination Theory. The close reading highlights four design elements of these games and how they leveraged essential factors for developing self-competence and motivation. These elements overlap significantly with strategies used in professional resilience training programs. The content analysis reveals a strong connection between the difficulty and design philosophy of Soulsborne games and player experiences of coping with personal difficulties or challenges. The findings support the hypothesis that active engagement with Soulsborne games may boost player resilience and catalyze positive behavior alterations, with potential implications for real-life personal development. However, the potential for researcher bias in the detailed examination and content analysis techniques should be acknowledged.

South Africa has been witnessing an escalation in drug use amongst adolescents in high school. Thus, the main question that motivated this research was: How can a psycho-educational programme, using a selected audio-visual media resource, assist teachers and parents in an effort to prevent adolescent students’ substance abuse problem behaviour? Social cognitive theory (SCT) and self-efficacy theory (SET) were used as a conceptual framework. The study explained these theories in-depth. Adolescent substance abuse was also studied as well as programmes to address this problem. This was followed by a perusal of numerous audio-visual resources for their possible incorporation into prevention programmes. The ‘Above The Influence’ (ATI) resource was selected for the psycho-educational programme which was designed for the study. The programme was put into action during seven sessions over a period of about two months, and implemented with a group of 26 Grade 10 and Grade 11 students in Pietermaritzburg, South Africa, to evaluate its relevance for adolescent substance abuse prevention. To evaluate the programme, a qualitative approach was used. The data were gathered during the programme implementation by means of in-person and online focus groups, individual interviews, written open-ended questions, observation notes and follow-up interviews some time after the programme had ended. Eleven principles were identified from the literature to evaluate the potential of the programme to be effective in preventing adolescent substance abuse. In particular the programme needed to increase adolescents’ skills related to studying, communication, peer relationships, self-efficacy, assertiveness, and drug resistance. The programme also had to employ interactive techniques and needed to address the type of drug abuse problem in the local community, for example, the ‘gateway’ substances of marijuana, alcohol and tobacco. In addition, the programme potential was evaluated in the light of SCT and SET. The findings indicated that the psycho-educational programme, using ATI as audiovisual medium, can be used very effectively by teachers to raise students’ awareness and develop particular skills that could contribute towards the prevention of adolescent substance abuse. It is recommended that the programme should be used in the long-term with repeated reinforcing sessions over time. / Psychology of Education / D. Ed. (Psychology of Education)

此後設分析研究檢驗實驗處與脈絡變項變項對學生學業成就動機的影響，作者從293份研究中取得2542個效應量。結果發現，無論是脈絡變項還是實驗處理，只要能夠滿足學生對能力感、親密感、以及自主感的需求，皆能夠促進學生的成就動機；最有效的是能夠滿足學生能力需求或者滿足兩種需求以上的處理。至於中介變項的影響，性別並沒有發揮作用；各種自變項在不同教育或年齡階段，有不同的影響力。最後，作者針對教育實務與未來研究方向提出若干建議。 / A meta-analysis was performed to examine the effect of experimental treatments and contextual variables on students’ academic motivation. 2,542 effect sizes were collected from 293 studies. It was found that contextual variables or experimental treatments which strengthened students’ sense of competence, relatedness, and autonomy could facilitate their achievement motivation. The variables gratifying the need of competence and those meeting two needs or more had the greatest impact. The effect of four moderators was also analyzed. It was found that the treatment-motivation relationship was gender-free. Types of contextual variable had different impact at different educational levels. In conclusion, some suggestions are provided for educational practice and further study.

South Africa has been witnessing an escalation in drug use amongst adolescents in high school. Thus, the main question that motivated this research was: How can a psycho-educational programme, using a selected audio-visual media resource, assist teachers and parents in an effort to prevent adolescent students’ substance abuse problem behaviour? Social cognitive theory (SCT) and self-efficacy theory (SET) were used as a conceptual framework. The study explained these theories in-depth. Adolescent substance abuse was also studied as well as programmes to address this problem. This was followed by a perusal of numerous audio-visual resources for their possible incorporation into prevention programmes. The ‘Above The Influence’ (ATI) resource was selected for the psycho-educational programme which was designed for the study. The programme was put into action during seven sessions over a period of about two months, and implemented with a group of 26 Grade 10 and Grade 11 students in Pietermaritzburg, South Africa, to evaluate its relevance for adolescent substance abuse prevention. To evaluate the programme, a qualitative approach was used. The data were gathered during the programme implementation by means of in-person and online focus groups, individual interviews, written open-ended questions, observation notes and follow-up interviews some time after the programme had ended. Eleven principles were identified from the literature to evaluate the potential of the programme to be effective in preventing adolescent substance abuse. In particular the programme needed to increase adolescents’ skills related to studying, communication, peer relationships, self-efficacy, assertiveness, and drug resistance. The programme also had to employ interactive techniques and needed to address the type of drug abuse problem in the local community, for example, the ‘gateway’ substances of marijuana, alcohol and tobacco. In addition, the programme potential was evaluated in the light of SCT and SET. The findings indicated that the psycho-educational programme, using ATI as audiovisual medium, can be used very effectively by teachers to raise students’ awareness and develop particular skills that could contribute towards the prevention of adolescent substance abuse. It is recommended that the programme should be used in the long-term with repeated reinforcing sessions over time. / Psychology of Education / D. Ed. (Psychology of Education)