Student motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and students react to and use errors in the classroom. A positive error orientation, one that views errors as opportunities to learn rather than punishments, may help improve students* emotions, self-efficacy, and future goal orientations, while aligning their beliefs in a more adaptive direction, thus reducing maladaptive academic motivation. A professional development design is proposed here to train teachers in using errors to the advantage of the learner by creating a positive error climate in their classrooms.

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Syfte &amp; frågeställningar Syftet med vår studie är att undersöka hur motivationsklimatet i Stockholmska fotbollsakademier bedrivs både i teorin och i praktiken. Frågeställningarna lyder enligt följande: I vilket motivationsklimat formar Stockholmska fotbollsakademier sina spelare? Har föreningarna ett utformat strategiarbete för hur de ska bedriva sin akademiverksamhet med fokus på motivationsklimat? Omsätts föreningens strategi för motivationsklimat in i akademins praktiska vardag? Metod För att besvara studiens syfte och frågeställningar har en blandmetodik tillämpats. Achievement Goal Theory (AGT) har använts som teoretiskt ramverk. En semi-strukturerad intervju har genomförts med fyra akademichefer, tillhörande föreningar som återfinns i Svensk elitfotbolls (SEF) akademicertifiering. En induktiv tematisk resultatanalys har använts för att transkribera, koda och kategorisera resultatinnehåll. Enkäten Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2) har använts. Enkäten besvarades av spelare tillhörande någon av de fyra föreningar som akademicheferna representerade. Enkätsvaren har sammanställts och beräknats i programmet Excel. Resultat Motivationsklimatet är huvudsakligen uppgiftsorienterat i kombination med en viss ego-orientering. En kombinerad målorientering anser föreningarna vara den främsta elitförberedande utbildningen. Enligt akademicheferna ökade ett ego-orienterat motivationsklimat ju närmre seniorfotbollen man kommer. Det uppfattas inte av spelarna utifrån deras enkätsvar. Spelarna upplevde i hög grad ett uppgiftsorienterat motivationsklimat. Slutsats Stockholmska fotbollsakademier arbetar främst utifrån ett uppgiftsorienterat motivationsklimat, med ett stort fokus på individuell utveckling. Föreningar och spelare har inte samma uppfattning av ett kombinerat motivationsklimat. Samtliga föreningar saknade enskilda styrdokument för utformningen av akademins motivationsklimat. / <p>Uppsatsen tilldelades stipendiemedel ur Överste och Fru Adolf Johnssons fond 2022.</p>

This study was conducted in an attempt to integrate a number of cognitive, motivational and behavioral factors in elementary mathematics education, and to develop a theoretical model that explains the direct and indirect relationships among these concepts and their underlying dimensions. In particular, it was intended to examine the interrelationships among students&rsquo / achievement goal orientations, perception of classroom goal structure, self-efficacy, use of self-regulatory strategies, and academic achievement in mathematics. Participants were 1019 seventh grade students, enrolled in public elementary schools, located in four different urban and rural districts in Ankara. A self-report questionnaire and a mathematics achievement test were administered to the participants during their regular class periods. A pilot study was carried out with 250 seventh grade students, for conducting exploratory factor analysis. Structural equation modeling technique was used for data analysis. First, confirmatory factor analyses were conducted for each factor in the questionnaire. Then, a structural equation model was developed for the whole sample. Results revealed that students&rsquo / perceptions of classroom goal structure were directly linked to their adoption of achievement goal orientations. Among these goal orientations, only mastery goal orientation was associated with students&rsquo / use of learning strategies, which, in turn, related to their mathematics achievement. Among the learning strategies, only elaboration was significantly related to students&rsquo / mathematics achievement. Besides, self-efficacy was both directly and indirectly related to students&rsquo / adoption of achievement goals, use of learning strategies, and mathematics achievement.

本研究旨在探討獎賞、成就目標取向與情緒與大學生頓悟性問題表現之關係，以及這些變項對大學生頓悟性問題的影響。本研究以台北地區的154位大學生為研究對象，其中男性有35位，女性有119位。研究工具包含創造性頓悟問題測驗、目標導向量表、以及三維情緒量表。本研究採單因子共變數分析與二因子共變數分析方式進行資料分析，研究發現陳述如下： 一、大學生之頓悟性問題解決表現在不同獎賞類型下沒有差異。 二、大學生之頓悟性問題解決表現在不同獎賞類型與四種成就目標取向交互作用 下沒有差異。 三、大學生之頓悟性問題解決表現在不同獎賞類型與八種情緒交互作用下沒有差 異。 四、四種成就目標取向與八種情緒對大學生之頓悟性問題解決表現有複雜的交互 作用效果；在成就目標取向與正向情緒交互作用下，頓悟性問題並無差異，但 在成就目標取向與負向情緒交互作用下，當負向情緒程度較低時，有較佳的頓 悟性問題表現。 / The main purpose of this study was to explore the relationships among rewards, achievement goals, and emotions in insight problem solving performances of college students. The participants in this study were 154 college students from Taipei area. Among the participants, 35 were males and 119 were females. Moreover, the employed instruments included Creative Insight Problem Test, The multiple Goals Scale, and The Inventory of Three-dimention Emotions. The collected data was analyzed by one-way ANCOVA and two-way ANCOVA. The main findings of this study were as follows: 1. Reward types did not have effects on college students’ insight problems performances. 2. The interactions of reward types and achievement goals did not have effects on college students’ insight problems performances. 3. The interactions of reward types and emotions did not have effects on college students’s insight problem performances. 4. The interactions of achievement goals and emotionshad complex effects on college students’ insight problem performances. Specifically, the interactions of achievement goals and positive eomotoions did not have effects on college students’ insight problem solving performances. On the contray, the interactions of achievement goals and negative eomotoions had effects on college students’ insight problem solving performances; those who with a low-degree of negative emotions had better insight problem solving performances than their counterparts.

本研究主要目的在於建構並驗證大學生成就目標、心理資本、學習投入對學習收穫之影響模式，採用立意抽樣的方式，以1136位大陸大學生為研究對象，使用大學生成就目標量表、大學生心理資本量表、大學生學習投入量表以及學習收穫量表進行測量，再以描述統計、信度分析、因素分析、多變量變異數分析、皮爾遜積差相關、多元迴歸分析與結構方程模型等統計方法進行分析。結果發現： 一、在大學生對學習成就目標的追求中，最重視「精熟目標」。不同專業大學生在「表現目標」和「成就目標」總分上有顯著差異。 二、大學生的心理資本較佳，不同性別大學生的「自我效能」有顯著差異；不同專業大學生在心理資本的四個維度上均有顯著差異；不同年級大學生在「心理資本」和「希望」維度上有顯著差異。 三、大學生學習投入程度較好，不同性別大學生在「行為投入」和「學習投入」上有顯著差異；不同專業大學生在「認知投入」上有顯著差異。 四、大學生的學習收穫情況很好，不同年級大學生在「專業收穫」、「應用收穫」以及「學習收穫」上均有顯著差異。 五、大學生的成就目標、心理資本、學習投入和學習收穫間存有顯著正相關。 六、大學生成就目標各維度與學習投入、學習收穫各維度間有顯著正相關。 七、大學生心理資本中的「自我效能」、「希望」、「樂觀」均與學習為投入、學習收穫各維度之間有中度的顯著正相關；「復原力」與學習投入中的「情感投入」和「認知投入」以及學習收穫中的各維度呈現較弱的顯著正相關。 八、大學生學習投入各維度與學習收穫各維度間有顯著正相關。 九、大學生的「情感投入」，是預測「學習收穫」及各維度的重要變項。 十、大學生成就目標、心理資本除了對學習收穫有直接影響外，亦可經由學習投入對學習收穫產生間接影響。 本研究根據研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 / The study aimed to construct and examine the model of college students' achievement goals, psychological capital, learning engagement and learning outcomes. A total of 1136 college students of China were enrolled to collect measurement of constructs based on self-report questionnaires, which included " College Students' Achievement Goals Scale", " College Students' Psychological Capital Scale", " College Students' Learning Engagement Scale" and " College Students' Learning Outcomes Scale ". The statistical analysis were conducted by descriptive statistics, reliability analysis, factor analysis, one-way ANOVA, Pearson product-moment correlation analysis, multivariate regression analysis and structural equation modeling analysis. The study finding were as follows: 1. In the pursuit of college students' achievement goals, the most important was "mastery goal". There were significant differences in the scores of "performance goals" and "achievement goals" among college students of different discipline. 2. Psychological capital of college students was better. There were significant differences in the "self-efficacy" of college students with different gender. There were significant differences in the four dimensions of psychological capital among college students with different discipline. There were significant differences in the dimensions of "psychological capital" and "hope" among college students of different grades. 3. The college students had a better degree of learning engagement . There were significant differences in "behavioral engagement" and "learning engagement" among college students with different gender. There were significant differences in "cognitive engagement" among different discipline college students. 4. The college students learning outcomes were very well, students of different grades in the "professional outcomes", "application outcomes" and "learning outcomes" were significantly different. 5.There is a significant positive correlation between achievement goals, psychological capital, learning engagement and learning outcomes. 6. The dimensions of achievement goals were significant correlate positively with the dimensions of learning engagement and the dimensions of learning outcomes. 7. The college students' psychological capital of "self-efficacy", "hope" and "optimism" had a moderate significant positive correlation with the dimensions of learning engagement and learning outcomes. Resilience with "emotional engagement" and "cognitive engagement" had weak positive correlation; Resilience with the dimensions of learning outcomes had significant positive correlation. 8.There is a significant positive correlation between the dimensions of college students' learning engagement and the dimensions of learning outcomes. 9. "Emotional engagement" of college students is important variables in predicting "learning outcomes" and its dimensions. 10. The achievement goals and psychological capital of college students not only influence learning outcomes directly, also influence learning outcomes through learning engagement indirectly. Based on this research results, several suggestions were proposed for future practical application and futher research.

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This study explored the psychological and sociological motivations of adult female and male obstacle course racers. A qualitative case study approach was used to explore the views, experiences, and motivations of obstacle course racing (OCR) participants. Descriptive statistics and cross tabulation was used to interpret responses to the 297 online questionnaires. A content analysis approach was used to analyze the qualitative data gathered from three focus groups with a total of 20 obstacle course racers. Three theories formed the basis of the study: Self-Determination Theory (SDT), Achievement Goal Theory (AGT), and Social Leaning Theory (SLT). Overall, findings supported previous research regarding motivations to participate in adventure racing and extreme sports. Individuals were guided more by intrinsic motives than extrinsic motives. Important motivations for obstacle course racers included the camaraderie among participants, connecting and socializing with other like-minded people, having fun, and having a physical challenge that allowed them to progress and keep on track with their health goals. Obstacle course racing was perceived as positively impacting participants’ health, mental wellness and their confidence in their physical abilities as well as in other areas of their lives. Findings from this study may inform future interventions to increase participation in OCR or to increase overall physical activity among adults by building on camaraderie, social connection, enjoyment, and self-efficacy.