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The primary purpose of this experiment was to investigate the relationship between the level of primary motivation (hunger) and two basic phenomena of behavior, stimulus generalization and discrimination learning. The difficulty of the discrimination was also systematically varied so that intersection effects involving problem difficulty might be observed and utilized in the analysis of the main behavioral processes under scrutiny. An additional problem which was investigated was that of the effect of discrimination training on a subsequently obtained generalization gradient. Procedures were employed which made possible a separation of the effects of the physical difference between stimuli to be discriminated and the amount of discrimination training administered, on properties of the post-discrimination generalization gradient. A final problem with which we were concerned was that of the relationship between stimulus generalization and the ease of formation of a subsequently learned discrimination. A number of different measures of discrimination learning were used and different aspects of previously obtained generalization gradients were utilized in an attempt to predict them. The character of the present study was essentially empirical, but the data will also be examined for their bearing upon a set of important basic issues in learning theory which extend beyond those functional relationships which determined the experimental design. / This thesis was digitized as part of a project begun in 2014 to increase the number of Duke psychology theses available online. The digitization project was spearheaded by Ciara Healy.

Bakgrund Övervikt är ett ökande problem i världen, Sverige är inget undantag. Det finns många olika sätt att gå ner i vikt, och även om du lyckats är det svårt att behålla den lägre vikten. Studier har kommit fram till strategier som bidrar till att lyckas bibehålla en lägre vikt efter viktminskning. Det har visats vara av betydelse att även behandla kognitiva beteenden i samband med viktnedgång och bibehållande av vikt och att motivation är en viktig del i detta.Syfte Syftet med studien är att undersöka vad som bidrar till motivation och påverkar förutsättningar för att bibehålla en lägre vikt efter självvald viktnedgång.Metod Åtta semistrukturerade intervjuer genomfördes med personer som under en längre tid arbetat med sin vikt. Materialet transkriberades ordagrant för att sedan analyseras enligt Graneheim och Lundmans kvalitativa innehållsanalys.Resultat Informanterna hade utformat egna strategier för att överkomma de hinder de stött på i vardagen. De satte ett högt värde i att hitta en balanserad livsstil för att kunna bibehålla den lägre vikten en lägre tid. Omgivningen hade en avgörande roll i deras förändringsarbete samtidigt som de upplevde att motivationen var tvungen att komma från dem själva. I och med förändringen uppkom nya känslor om dem själva som de var tvungna att hantera.Slutsats Den här studien visade att det finns flera faktorer som bidrar till motivation och påverkar förutsättningar att bibehålla en lägre vikt, och att dessa kom från olika håll i informanternas liv. Informanterna i denna studie ansåg att det var viktigt att motivationen kom inifrån dem själva.

ii ABSTRACT Job expectation and satisfaction are very important to the skilled workforce in the construction industry of South Africa. The industry pays a heavy price for a demotivated worker; the outcome is dissatisfying work, friction on the job, time theft, sub - standard output in terms of quality of productivity and absenteeism. Motivation in the construction industry is a step by step and day by day practical approach in motivating the skilled workforce which helps site managers to run the industry smoothly and increases work output in terms of productivity. Motivation to work well and increased output has a relationship to job expectation and satisfaction. Motivation in the construction industry is concern with why people behave in a certain way, and why they choose a certain course of action in preference to others.

Today's society is on several levels dependent on organizations and their maintaining of work and production which demands that people can find motivation to do tasks within their workrole. This study will examine how employees in for-profit organizations is motivated to fulfill their working tasks. The purpose of this study will be answered partly by examining how employees experience motivation but also adding how employers perceive the experienced motivation. This is a qualitative comparative case-study which in addition to the central purpose also answers if there are differences and similarities about work motivation between an organization within the public and private sector. The study proceeds from several themes which is based on previous research and theory and uses a theoretical framework “intrinsic and extrinsic motivation” to delimit the study. The results shows that work motivation is something subjective and that both intrinsic and extrinsic factors affect motivation in different ways. The themes that were chosen proved to be of importance although the study illuminate that they affect people in different ways in various situations. The results of this study proved that there were many similarities between the public and private sector in what motivates employees.

Thesis (M.Soc.Sc.)--University of Hong Kong, 2006. / Title from title page (viewed Apr. 19, 2007) Includes bibliographical references (p. 31-35)

<p>Problemställning: Hur motiverar företag med lågkvalificerad arbetsstyrka sina anställda och hur moderniserade är de i sin användning av motivationsteorier? </p><p>Syfte: Vår ambition med denna uppsats är att besvara vår frågeställning med hjälp av empirin från våra studieföretag och den teori vi anser är relevant i förhållandet till ämnet. Vi har valt att avgränsa oss till två studieföretag med okvalificerad arbetsstyrka. Vi presenterar hur anställningsprocessen kan ha inverkan på personalen och olika sätt att hantera prestationen i företaget. Vi beskriver olika motivationsteorier från 1800-talet till mer moderna teorier och vilka olika betydelse de har för motivation och prestation. Därefter presenteras olika kompensationssystem och vilken betydelse de egentligen har för prestation.</p><p>Metod: Studien baseras på en kvalitativ undersökning då vi vill gå på djupet med vår undersökning med personliga intervjuer. För att göra studien greppbar har vi endast sett närmare på två företag, Transcom och Affiliated Computer Services. Där vi har undersökt hur motivation påverkar prestation och vilken typ av kompensationssystem förekommer. </p><p>Slutdiskussion: Vi ville se hur moderna våra studieföretag är i deras motivationssystem. Efter att ha analyserat den empirin vi samlat in med hjälp av vår teoretiska referensram drar vi slutsatsen att företagen på vissa plan lever kvar i ett mer gammaldags sätt att motivera sin personal och i vissa fall även är mer bakåtsträvande än utvecklande. Det fokuseras mycket på monetärt belöningssystem och den inre motivationen hos individens glöms bort. Personalen känner sig omotiverade och tycker inte att deras arbetsuppgifter känns meningsfulla och viktiga. Det råder ingen tvekan om att det är brist på stimulation och motivation på företagen och att det i vissa fall känns omodernt i motivationssystemen.</p>

<p><p>Abstract</p><p>From the beginning of my education I have had a lot of thoughts about the students and their learningprocess. Thoughts like what affects childrens ability to learn, why they learn and how you create possibilities for learning. Because of those thoughts I chose to write my exam about what affects childrens inclination and motivation towards learning. I wanted to explore what factors there are in the students surroundings that affects their ability and motivation</p><p>towards learning. In my research I was trying to get a broader view of what components that are important to aknowledge in order to pursue a god education. I did my interviews and observations in an South African school in a township in Eastern Cape Province. One of the teachers said to me in her interview that the most important thing for a teacher is to love the child. Because if the child does’nt feel loved then they have no ability to learn anything. She also said that it’s important for the children to feel that they are good enough. In order for everyone to get that opputunity the education has to be varied so that everyone gets the chance to do something they are good at. The teacher has to show the children patience, love and enthusiasm towards the childrens work. The teacher has to work as a guide for the children on their journey towards knowledge, without ruling and deciding on wcich path they shold take. A student also told me that you have to enjoy yourself in school because if it’s not fun you won’t learn anything. It’s important for every human beeing to take part of new knowledge because it makes them grow as an individual and as a person.</p></p>

As mathematics teachers gain knowledge of what factors students perceive as motivating, they will be able to create a classroom environment that better increases motivation. Thus, the information gathered from this study will be useful and meaningful to teachers of mathematics and to leaders of mathematics departments in providing appropriate assistance and guidance to teachers in their quest for finding strategies that persuade students of mathematics to become life-long learners. The primary purpose of this study was to examine the nature of any significant differences in perceptions of motivation of high school students’ enrolled in Algebra I and their teacher’s insights of what students perceive as motivating factors. In addition, the significant difference in perception of motivation between females and males in these same classes was also examined. Nine teachers teaching Algebra I during the 2006 spring semester in a predominately Hispanic/Latino school district in a border town in south Texas participated. The participants, the aforementioned teachers and one hundred sixteen of their students, responded to the motivation section of the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich, Smith, Garcia and McKeachie at the University of Michigan (1991). Data collected were analyzed and reported using confidence intervals, descriptive statistics and frequency data tables. Major research findings of this study show that high school Algebra I students’ perceptions of motivation in three subscales of the motivation section of the MSLQ (Intrinsic Goal Orientation, Task Value and Self Efficacy) are significantly different from their teachers’ insights of what motivates students in an Algebra I class. Results were examined to find the differences between students’ motivational beliefs and their teachers’ perceptions of motivating factors. In general, results indicate that teachers’ perceptions and students’ own beliefs of motivation do not coincide.

Abstract From the beginning of my education I have had a lot of thoughts about the students and their learningprocess. Thoughts like what affects childrens ability to learn, why they learn and how you create possibilities for learning. Because of those thoughts I chose to write my exam about what affects childrens inclination and motivation towards learning. I wanted to explore what factors there are in the students surroundings that affects their ability and motivation towards learning. In my research I was trying to get a broader view of what components that are important to aknowledge in order to pursue a god education. I did my interviews and observations in an South African school in a township in Eastern Cape Province. One of the teachers said to me in her interview that the most important thing for a teacher is to love the child. Because if the child does’nt feel loved then they have no ability to learn anything. She also said that it’s important for the children to feel that they are good enough. In order for everyone to get that opputunity the education has to be varied so that everyone gets the chance to do something they are good at. The teacher has to show the children patience, love and enthusiasm towards the childrens work. The teacher has to work as a guide for the children on their journey towards knowledge, without ruling and deciding on wcich path they shold take. A student also told me that you have to enjoy yourself in school because if it’s not fun you won’t learn anything. It’s important for every human beeing to take part of new knowledge because it makes them grow as an individual and as a person.