Entrepreneurs and the components that motivates them not to give up when facing obstacles have been the focus in many different studies. There have also been some studies which aims at connecting the concepts of intrapreneurs and motivation. However, we found a gap in the research which compares Swedish entrepreneurs and intrapreneurs focusing on their motivational factors. Therefore, this study aims to fulfill the found research gap through looking deeper into the intrinsic and extrinsic motivational factors of both entrepreneurs and intrapreneurs. This led up to the following formulation of the research question: What are the main differences in motivation factors between successful entrepreneurs and intrapreneurs in Sweden? To answer this question, a qualitative study was conducted with the focus on gaining more understanding on what intrinsic and extrinsic factors motivates entrepreneurs and intrapreneurs. Participants in the study were found based on criteria such as working in Sweden and being considered as successful through nominations or rewards. Data collection was done through using semi-structured interviews with five entrepreneurs and five intrapreneurs with the focus on finding motivational factors and typical personal characteristics related to their line of work. Since we found similar motivational factors in our chosen theories, it was decided that they would be used in the interviews. These factors were; Monetary reward, Challenges, Training, Acknowledgement, Affiliation, Power and Accomplishment.  Results show that the entrepreneurs and intrapreneurs have differences in their motivational factors both among the individuals within each title, as well as between the titles. The motivational factors found were paired with definitions of factors from the theories. Personal characteristics of entrepreneurs and intrapreneurs were also found and connected to theories about personal characteristics. The analyzed answers of intrapreneurs’ and entrepreneurs’ motivational factors were compared against each other to see if the motivational factors differ between entrepreneurs and intrapreneurs. The conclusion of this study is that for the extrinsic motivational factors, the entrepreneurs are more motivated by monetary rewards than the intrapreneurs and challenges motivates the intrapreneurs more than the entrepreneurs. For the intrinsic factors, power was more motivating for the entrepreneurs and more intrapreneurs saw acknowledgement as motivating. The factors which had no differences were concluded to not being related to being an entrepreneur or intrapreneur.

In the latest decade, the number of students learning German in Swedish upper secondary school has decreased. Thus, a quantitative study was conducted where German teachers as well as pupils learning German discussed the role of the German language in school and for future, professional prospects. This study investigates German learner’s general attitude towards the subject and discusses what kind of actions should be taken in order to attract and motivate more students to choose and to continue their German studies in school. Moreover, in order to answer my research questions, the reformation of the grade point enhancement “meritpoängssytemet” has been taken into account to investigate to what extent extrinsic motivation in the form of extra credits motivate students to take more advanced German classes offered in upper secondary schools. More information about the benefits with German knowledge was through this study identified as a possible action to motivate more students to learn German. Furthermore, the result of this study shows that the grade point enhancement is the most crucial factor to motivate students to take more advanced courses in German. Hence, the teachers encourage the idea of changing the system with extra credits to make more pupils interested in taking the German 5 class. However, the result shows that the group of students was equally extrinsically and intrinsically motivated to learn German 4. This indicates that besides reintroducing the grade point enhancement for German 5, the joy and pleasure in learning German should be stimulated as well in order to affirm the intrinisically motivated students.

The aim of this study was to investigate and measure students' acceptance of elearning as the main tool in the learning process in Bahrain's secondary schools. Schoolteachers' perceptions regarding the use of an e-learning system were also considered. This is deemed of value at a time when the Bahrain Ministry of Education is planning to implement an e-learning system in all government schools and at all school stages in the near future.

Motivation som process innefattar det som driver människan framåt och får henne att agera. Det som driver människan till handling är hens behov. Människan upplever välbehag när behov uppfylls och obehag när dessa inte tillfredsställs. För att en student ska påbörja, fortsätta med och slutföra högskolestudier krävs en viss mängd motivation. Motivation kan vara av antingen intern eller extern karaktär. Syftet med detta arbete var att studera till vilken utsträckning programstudenterna vid Luleå Tekniska Universitet ansåg sig vara motiverade till sina studier. Ytterligare ett syfte var att studera förekomsten av intern och extern motivation bland dessa programstudenter. Detta för att kunna framta den motivationsfaktor som respondenterna värderar högst. Data samlades in med hjälp av en webbenkät där respondenterna skattade graden av total motivation, intern motivation och extern motivation. Skattningarna jämfördes sedan mellan studenter tillhörande olika typer av utbildningar samt mellan studenter som befann sig i början respektive slutet av sin utbildning. Materialet analyserades sedan med hjälp av SPSS. Resultatmönstret tydde på att studenterna vid universitetet var stabilt motiverade till sina studier. Respondenterna uppvisade även en svag tendens till att skatta intern motivation högre än extern. Utbildningstyp (filosofisk/teknisk) och/eller tid vid utbildning (början/slutet) hade ingen signifikant effekt på skattningarna av total motivation, intern motivation eller extern motivation. / Motivation as a process involves everything that drives humans forward and causes them to act in a certain direction. What primarily drive people to act are their needs. Humans feel comfortable when needs are met and discomfort when not satisfied. In order for a student to start, continue and complete university studies, a certain amount of motivation is required. Motivation may be of either internal or external character. The purpose of this study was therefore to investigate to what extent the students at Luleå University of Technology considered themselves motivated for their studies. Another purpose was to study the amount of intrinsic and extrinsic motivation among these students. Data was collected using a web survey where the participants were asked to estimate their total motivation, intrinsic motivation and extrinsic motivation. Estimates were then compared between participants belonging in philosophical versus technical faculty and between students in the beginning versus the end of their education. The material was then analyzed using SPSS. The performance pattern indicates that the students felt motivated to their studies. The feeling of motivation was seen as stable. The results showed that students had a week tendency to estimate their intrinsic motivation a bit higher than extrinsic motivation. Results showed that faculty affiliation or beginning / end of education had no significant effect on estimates of total motivation, intrinsic motivation or extrinsic motivation.

Gamification is the new strategy that is applied in different areas from healthcare to the education, it is gaining a lot of popularity. Gamification is applied also in the online retailing, for trying to influence the consumer behavior. In this research paper Steam is going to be taken as a case study, since the platform is gamified. The aim of the study is to understand how gamification can influence the consumer behavior in the online retailing. As a main theoretical framework, the Fogg behavioral model. The main variables of the model are motivation, ability and trigger. In specific how the gamification can prompt the human motivation. In order to answer to the research question qualitative and quantitative research has been conducted. The qualitative research was conducted by interviewing users of the platform. While the quantitative research was conducted using a survey. The interviews and the regression model showed that extrinsic and intrinsic motivation play an important role in influencing the purchase intention of the users. According to our findings gamification influence the purchase intention by prompting the motivation of the users and at the same time also ability does influence positively the purchase intention.

There is a consensus among scholars that very few English teachers use children's literature in their language teaching. In other words, children´s literature is not used to the same extent as in the Swedish subject. The overall purpose of this study to examine is to study teachers' attitude towards, and to the use of children's literature in their teaching and if their intrinsic and extrinsic motivation influences particularly their teaching possibilities and limitations of children's literature. Three teachers within the English education, grades 4-6, participated in semi-structured interviews. The collected empirical material from the interviews was analyzed by a phenomenographic analytical model. The results show that the limited use of children's literature is not due to the teacher’s motivation. Instead, the actual teaching conditions in the school environment limit the use children's literature in the English subject. In addition, the study implies that there is a need for competence development of children's literature and relevant teaching methods.

The focus of this study is injured female netball players‟ motivation when they return to their sport from serious injuries. The purpose of the study is to provide a rich description of the motivation which allows these players to return to their sport and continue in their chosen field. Motivation is a vital component in injury rehabilitation, as it provides the drive that allows rehabilitation to occur. Two theories of motivation are examined in this study, namely the achievement goal theory of motivation and the theory of intrinsic motivation, extrinsic motivation and amotivation. These theories highlight the argument that motivation occupies a continuum between being internally or externally determined. A qualitative phenomenological perspective was used to investigate the motivation of injured netball players. This made it possible to explore individual players‟ experiences of their injury. A semi-structured interview was conducted with each player to allow each player‟s experiences to be heard. The interviews were then transcribed. Thematic content analysis of the transcribed interviews revealed two main themes: the inevitable return and identity. The analysis showed that, for these netball players, their motivation to return to playing netball was based on an internal drive to regain an inherent part of their identity. Copyright / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted

Motivation is what drives us to reach our goals and desires in life. As of today, we are witnessing a global movement that consists of fitness and social media. Both embodiments tend to fuel each other, paving the way for new forms of motivation to rise and influence us daily. Within this research, these forms of motivation will be analyzed through a quantitative method and shed light upon what motivates us to join the global fitness movement. The main purpose is to find out if people’s motivation comes from within or is being driven by external factors. These two differences, through the chosen theory of Self-Determination are intrinsic motivation and extrinsic motivation. They will determine whether people exercise out of inner or outer motivation. By the usage of an online survey, it was shown that most people tend to exercise out of intrinsic motivation. Thus, being beneficial toward their wellbeing and long-term motivation. However, the minority that unfortunately is driven by extrinsic motivation, could potentially harm their motivation and wellbeing. This concludes a mixed combination of both intrinsic and extrinsic motivation but ultimately leans more towards inner motivation.

Abstract   Date:                           2020/06/02   Level:                          Bachelor thesis in Business Administration, 15 cr   Institution:                  School of Business, Society and Engineering, Mälardalen University Authors:                      D’alessandro Maximillian            &       Mills Dominic                            (1995/02/11)                                                    (1998/09/26)   Title:                            Why international marketing? - A study on the underlying motivational factors behind international marketing students choice of higher education   Tutor:                          Andreas Pajuvirta   Keywords:                   Motivation, students, consumer behaviour, hedonism, utilitarism, intrinsic motivation, extrinsic motivation   Research question:      Which motivational factors affect students when choosing the international marketing programmes in Sweden?   Purpose:                     The aim of this study is to contribute to a greater understanding of the existing, limited research regarding the motivational factors behind international marketing students choice of course. Furthermore, the study aims to create a holistic view of what motivational factors affect international marketing students when choosing their course.   Method:                       The study commenced with a quantitative approach, where a survey-study was employed in order to create a holistic view of the respondent’s motivations behind their academic choice. In order to delve further into these motivational factors, a qualitative focus-group was also used. The study’s collected data has been coded, grouped, and analysed with the study’s theoretical framework in mind. Furthermore, the study’s research question and purpose have been used as the outline for the closing chapters.   Conclusion:                 This study has shown that international marketing students employ a utilitarian manner of thinking, where they prioritise future possibilities and the end-goal when choosing higher educational courses. This utilitarian way of thinking is founded on an intrinsic motivation which is connected to their inherent interest for marketing. / Sammanfattning   Datum:                        2020/06/02   Nivå:                           Kandidatuppsats i företagsekonomi, 15 hp   Institution:                  Akademin för Ekonomi, Samhälle och Teknik, EST, Mälardalens Högskola.   Skribenter:                  D’alessandro Maximillian                                  Mills Dominic                                      (11/02/1995)                                          (26/09/1998)   Titel:                           Varför internationell marknadsföring? - En studie om internationella marknadsföringsstudenters motivationer bakom deras programval   Handledare:                Andreas Pajuvirta   Nyckelord:                  Motivation, studenter, konsumentbeteende, hedonistisk motivation, utilitaristisk motivation, intern motivation, extern motivation   Frågeställning:           Vilka motivationsfaktorer ligger till grund för studenters utbildningsval på de internationella marknadsföringsprogrammen i Sverige?   Syfte:                          Syftet med studien är att tillföra en större förståelse till den befintliga, begränsade, vetenskapliga forskningen kring de motivationsfaktorer som ligger till grund för internationella marknadsföringsstudenters utbildningsval i Sverige. Studien ägnar sig åt att skapa en sammanställd bild av vad som motiverar internationella marknadsföringsstudenter till att studera vid deras valda program.   Metod:                        Studien inleddes med en kvantitativ ansats där en enkätundersökning utfördes i syfte att sammanställa en helhetsbild av respondenternas motivationer. I syfte att skapa en djupgående förståelse av dessa motivationer utfördes även en fokusgrupp av en kvalitativ karaktär. Studiens insamlade data har kodats, tematiserats och sedan analyserats med hjälp av studiens teoretiska referensram. Studien förhåller sig dessutom till dess syfte och frågeställning i utformningen av hela arbetet, men särskilt i studiens diskussion, samt slutsats.   Slutsats:                      Denna studie visar att internationella marknadsföringsstudenter agerar utifrån ett utilitaristiskt tankesätt som överväger framtida möjligheter. Detta utilitaristiska tankesätt grundas i en intern motivation som är kopplat till deras intresse för ämnet marknadsföring.

Uppsatsen undersöker negativa och positiva faktorer som låg- och mellanstadielärare upplever i religionskunskapsundervisningen i mångkulturella klassrum i Sverige. Syftet är att bidra till en diskussion kring elever med olika bakgrunder och utifrån lärares perspektiv få en uppfattning om eleverna  känner sig representerade, sedda eller delaktiga i religionskunskapsundervisningen. Huvudsyftet är att exemplifiera och diskutera olika händelser eller situationer som anses vara negativa eller positiva i religionsundervisning utifrån forskning bland annat Holmqvist Lidh (2016) och analysera hur dessa kan påverka elevernas motivation. Metod och teori Uppsats bygger på en webbaserad enkät, med 19 frågor varav tre bakgrundsfrågor och 16 öppna frågor som 35 SO-lärare har svarat på. Länk till webbenkäten på publiceras i olika Facebook-grupper där lärare är medlemmar. Analysen genomförs med hjälp av motivationsteori specifikt inre och yttre motivation. Resultat : Resultat visar att negativa faktorer som kan uppstå är bland annat konflikter, rädslan för att kränka någon, elever som inte får delta i undervisningen och elever som ifrågasätter ämnets betydelse. Men i det stora hela upplevs det inte dessa svårigheter som vanligt i låg-eller mellanstadiet. De positiva faktorerna är att eleverna i mångkulturella klasser är en tillgång till undervisningen, lär sig av varandra vid diskussioner och att större acceptans mellan eleverna sker. Undersökningen visar även att de flesta lärare använder varierande strategier som används för att motivera eleverna är att genomföra en variation i undervisningensmetod exempelvis, diskussioner, film, studiebesök. / The study examines the negative and positive factors that teachers in lower and upper primary experience in the teaching of religion in multicultural classrooms in Sweden. The purpose of study is to contribute to a discussion about pupils from different backgrounds and, from the teachers' perspective, get an idea of ​​whether the pupils feel seen and involved and feel represented. A more specific purpose is to exemplify and discuss various events or situations that are considered to be negative or positive in teaching religion based on research by Holmqvist Lidh (2016) among others, and to analyze how these situations can affect pupils' motivation. Method and theory The study is based on a web-based questionnaire consisting of 19 questions, of which three are background questions and 16 open questions. The questionaire was answered by 35 teachers in social study subjects in lower and upper primary schools. A link to the web survey was published in various Facebook groups where teachers are members. The analysis has been carried out with the help of motivation theory, specifically intrinsic and extrinsic motivation theory. Result: The study shows that negative factors that can arise include conflicts, the fear of offending someone, pupils who do not get to participate in the teaching and pupils who question the importance of the subject. But on the whole, these negatives factors are not experienced as usual in the lower and upper primary. The positive factors are that the pupils in multicultural classes are an asset to the teaching, that the pupils learn from each other during discussions and that greater acceptance between the pupils occurs. The study also shows that the teachers use a variety of teaching methods to motivate their pupils, including discussions, film and study visits.