Blended learning blir allt vanligare inom högskoleutbildningar och majoriteten av kurser äridag kopplade till onlineportaler. För att enkelt kombinera klassrumsundervisning medonline learning används olika learning management system (LMS). Lärare kan dock intealltid förlita sig på att studenterna har en inre motivation och entusiasm till att lära, det finnsdock möjligheter att påverka den inre motivationen med hjälp av yttre faktorer. Medgamification används yttre motiverande faktorer för att skapa en rolig och engagerandemiljö utan att påverka studiernas trovärdighet. Gamification innebär att komponenter avspeldesign används utanför spelkontexten. Detta kan leda till ökad motivation hos studenterna.För att förstå olika typer av motivation bättre används Self-determination theory (SDT).Utifrån spelelement som lyfts fram i litteratur bekräftar eller bestrider och kompletterardenna uppsats detta med en empirisk studie som utgår ifrån en gamifierad kurs på högskolenivå.Spelelementen analyseras med SDT för att se hur de påverkar de tre inre psykologiskabehoven. Utifrån detta skapades tre designmönster som är till för att stödja utvecklare ochadministratörer av LMS då en gamifierad kurs utformas. / Blended learning is becoming more common within university education and the majoritiesof courses today are connected to an online portal. To easily combine teaching in theclassroom with online learning different types of learning management systems (LMS) arebeing used. Even though teachers cannot always put their trust in the students’ intrinsicmotivation and enthusiasm for learning, it is possible to affect the intrinsic motivation withthe help of extrinsic factors. With gamification extrinsic factors are used to create a fun andengaging environment without affecting the credibility of the studies. Gamification meansthat components of game design are used outside the context of gaming. This can lead to anincrease in motivation for the students. To better understand different types of motivationSelf-determination theory (SDT) is used. Based on the gameplay elements identified inscholarly texts this thesis confirms or denies, and complements this with an empirical studybased on a gamified course at university level. The gameplay elements were analyzed withSDT to see how they affected the three intrinsic psychological needs. Based on this, threedesign patterns were created to support developers and administrators of LMS whenforming a gamified course.

(in English) This master thesis deals with themes of motivations and compliance to treatment recommendations in outpatient physiotherapy. In the theoretical section it brings an introduction to the issue of adherence as a part of medical rehabilitation. It sheds some light on the importance of the research in this field and structures its span according to prescribed diagnoses and other criteria. It also shows distinctions in concepts of compliance, concordance and adherence and summarizes the findings of the most relevant directions of motivation research in this area of study. The aim of the empirical part is to capture relations between the distribution of patients' personal causality orientation and their adherence to treatment, along with others, e.g. demographic variables. The analysis of 113 patients' questionnaires showed that there is a statistically significant relation between both the internal and external causality orientation and the degree of adherence.

(in English) This master thesis deals with themes of motivations and compliance to treatment recommendations in outpatient physiotherapy. In the theoretical section it brings an introduction to the issue of adherence as a part of medical rehabilitation. It sheds some light on the importance of the research in this field and structures its span according to prescribed diagnoses and other criteria. It also shows distinctions in concepts of compliance, concordance and adherence and summarizes the findings of the most relevant directions of motivation research in this area of study. The aim of the empirical part is to capture relations between the distribution of patients' personal causality orientation and their adherence to treatment. Based on the results of a DOPO method, self-assessment of adherence and evaluation of adherence by the treating physiotherapist, from the sample of 69 patients it concludes, that there is no statistically significant relation between the aforementioned variables.

Work values, defined as the end states people desire and expect to realize through work, appear to play a role in career success, but the small number of past studies have reported conflicting results, some of which may be attributed to research methodology. Using a person-centered approach to model the conjoint effects of intrinsic and extrinsic work values, the present study inductively investigated the association between work-value profile and career success using a three-panel longitudinal dataset consisting of 905 lawyers from the After the Juris Doctorate (AJD) study. Latent profile analysis identified five work-value profiles: (i) Neither Intrinsic nor Extrinsic (NIE); (ii) Moderately Intrinsic and Extrinsic (MIE); (iii) Highly Intrinsic (HI); (iv) Highly Intrinsic, also Extrinsic (HI[E]); and (v) Highly Extrinsic, also Intrinsic (HE[I]). Measurement invariance was established across gender, but gender was an antecedent to profile assignment, with males being more likely to belong to the NIE, MIE, or HE[I] profiles compared to the HI profile. The work-value profile construct displayed intuitive and meaningful relationships with objective and subjective career success indicators over time. The results exposed the inadequacies of methods that examine the effects of intrinsic and extrinsic work values separately. The two sets of values appeared to interact in a non-linear fashion in their associations with career variables, such that modelling them simultaneously, but only linearly, might also be misleading. Contrary to claims made by studies based on the self-determination theory, the HI profile was not positively associated with subjective career success. Generally, the more successful lawyers from early to mid-career also tended to report high intrinsic and high extrinsic work values i.e., those with the HI[E] and HE[I] profiles; the former enjoyed higher subjective career success while the latter exhibited the highest objective career success. The absence of the highly extrinsic profile among this sample of lawyers reinforced past calls to restructure the transactional rewards systems in large law firms.

Syftet med denna studie var att undersöka hur chefer och medarbetare upplevde organisationens målarbete samt hur de ansåg att den kunde förbättras, för att på så vis stärka arbetsmotivationen hos medarbetarna. Elva enskilda intervjuer genomfördes och materialet analyserades med hjälp av en induktiv tematisk analys. Detta resulterade i två huvudteman: Målarbetet och dess olika nivåer samt Faktorer som främjar arbetsmotivationen. Resultatet visade på ett fungerande och aktivt målarbete där medarbetarna gavs utrymme för självbestämmande och delaktighet. Förslag på förbättringsområden för att främja arbetsmotivationen inom målarbetet var uppföljning, utvärdering och kontinuerlig feedback.

Grön omsorg är ett begrepp som används för att beskriva en nischad verksamhet inom vård och omsorg som är förlagd på svenska gårdar. Detta för att ge människor som behöver särskilt stöd, en meningsfull sysselsättning, en levande landsbygd och en hållbar utveckling. När regeringen införde Lagen om Valfrihet (LOV) öppnades möjligheterna att starta privata verksamheter inom vård och omsorg. Den enskilda brukaren ges därmed ett större inflytande och valmöjlighet, vilket i sin tur motiverar entreprenörer att nischa sitt företag. Enligt Svenskt Näringsliv (2013) innebär en nischad verksamhet att entreprenörerna profilerar sig för att anpassa verksamheten efter den enskilda brukarens önskemål. För att Grön omsorg ska vara möjligt krävs det att det finns engagerade och motiverade entreprenörer som satsar sitt fulla engagemang och öppnar upp sin gård för andra människor att växa och utvecklas i. Studien undersöker genom kvalitativa intervjuer hur fem entreprenörers drivkraft har tagit dem dit de är idag. Olika motivationsfaktorer symboliserar de olika kategorier som framkom i bearbetningen av materialet. Dessa är bakgrunden till initiativet samt nulägesanalys och framtidsvisioner. Intervjuerna har spelats in och därefter transkriberats och genom en induktiv ansats skapades kategorierna, kondenserade meningsenheter och underkategorier. Resultatet som framkom av materialet var att oavsett placeringar i landet och verksamheternas olika inriktningar fanns där en röd tråd. Dessa bestod av en drivkraft och motivation och tydliga samband mellan teorierna Self Determination Theory (SDT), Hertzbergs motivations- hygienteori och Känsla av sammanhang (KASAM) kunde identifieras.

Early adolescence is a critical time for examining academic motivation, specifically motivation to read (Hervey, 2013). In order to support self-determined motivation to read, students’ needs for competence, autonomy, and relatedness must be met within the classroom context (Miller & Faircloth, 2014). Since classroom instructional practices are a key component of adolescents’ daily experiences in the classroom, research which investigates the influence of these practices on students’ self-determined motivation to read is needed. In addition, the perceptions of students and teachers regarding the degree to which classroom instructional practices meet students’ needs as well as the influence of classroom instructional practices on students’ self-determined motivation to read must be considered as the perceptions of these two groups of classroom stakeholders rarely fully converge (Delaney et al., 2014; Wang & Eccles, 2014). However, the field is lacking an established measure of both groups’ perceptions of classroom instructional practices and the degree to which they support students’ needs (i.e., competence, autonomy, relatedness) and self-determined (intrinsic) motivation to read. Therefore, this study sought to address this gap in the literature by developing and validating a measure with parallel teacher and student forms called the Language Arts Reading Practices Survey (LARPS). This measure assessed student and teacher perceptions of the degree to which classroom instructional practices in the language arts classroom support students’ needs for competence, autonomy, relatedness, and students’ self-determined motivation to read. The results of this study provide preliminary support for the validity of the student form of the LARPS, with less support for the teacher form of the measure. By assessing both student and teacher perceptions, the LARPS adds to the general understanding of specific instructional practices and how stakeholder groups view these practices regarding their ability to support students’ needs and motivation.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

Medarbetare är organisationers viktigaste resurs. För att medarbetare ska bli motiverade, prestera och må bra är det nödvändigt att skapa en arbetsmiljö där det finns förutsättningar för tillfredsställelse av psykologiska behov. Tre typer av psykologiska behov har definierats av självbestämmandeteorin (SDT) nämligen kompetens, autonomi och relaterbarhet. Denna studie antar en kvalitativ ansats och övergripande syftet med den varit att få en djupare förståelse om psykologiska behov på jobbet och mer specifikt att undersöka på vilka sätt psykologiska behov kan understödjas på en arbetsplats, representerad av förskola. Totalt sju medarbetare, varav alla var kvinnor på en förskola, deltog i intervjuer. Intervjuerna analyserades tematiskt och tre huvudteman samt sex underteman framträdde. Enligt studiens resultat sker inte behovstillfredsställelse automatiskt utan det krävs att organisationen skapar förutsättningar för att främja tillfredsställelse av psykologiska behov på arbetsplatsen. Tillfredställelse av kompetensbehovet sker genom att få möjlighet till kompetensutveckling och att få konstruktiv feedback. För att understödja autonomibehovet behövs det att medarbetare får möjlighet att påverka den egna arbetssituationen och att ha en god kommunikation mellan ledare och medarbetare. För att tillfredsställa relaterbarhetbehovet behöver medarbetare att ha goda relationer med andra och att de bryr sig om varandra på arbetsplatsen.

The purpose of this study was to determine to what extent a coach’s coaching style is associated with the athlete’s basic psychological needs fulfillment of autonomy, competence and relatedness. A survey was distributed to 204 varsity student-athletes at Cal Poly, San Luis Obispo representing 13 teams. The data were used to determine the impact of coaching style on the athlete’s fulfillment of autonomy, competence and relatedness. An authoritative head coaching style was found to have a positive impact on an athlete’s fulfillment of autonomy, competence and relatedness. A similar result was found for assistant coaches. Overall, these findings can help coaches and athletic departments.