Under studietiden genomgår universitetsstudenter olika erfarenheter och utmaningar som kan vara berikande eller påfrestande, vilket utvecklar deras kunskaper och self-efficacy. Studiens syfte var att undersöka hur antalet lästa terminer kan påverka studenters akademiska self-efficacy, samt att utforska hur stress påverkar studenters akademiska self-efficacy och olika motivationstyper. En enkätstudie genomfördes, där 85 studenter från termin 2 och 80 från termin 8 deltog. Data analyserades med regressionsanalyser och korrelationstester. Resultaten visade att akademisk stress har negativ effekt på akademisk self-efficacy, däremot visade antalet lästa terminer ingen effekt. Dessutom hade akademisk stress en positiv effekt på yttre motivation och a-motivation men ingen effekt på inre motivation. Slutsatsen är att akademisk stress har en påverkan på studenter men ytterligare forskning behövs för att kunna undersöka hur akademisk self-efficacy kan utvecklas och påverkas hos alla studenter på lång sikt, då detta anses vara en viktig faktor som kan främja motivation och minska stress hos studenter.

Abstract The purpose of this study was to focus on the cause and effect of what has been referred to as intrinsic and extrinsic motivation when it comes to second language learning through literature, where the novel To kill a Mockingbird by Harper Lee served as an example. The study started off by presenting a definition of the so called intrinsic and extrinsic motivation respectively, as well as the three perspectives psychodynamic, cognitive and socio-cultural by which it was discussed, in order to cement the framework of it and problematize its boundaries accordingly. It later focused on where and how intrinsic and extrinsic motivation respectively came into play, and what possible outcome the two different types might result in when discussing language learning. The applied method was to do a qualitative hermeneutic study by presenting earlier research and having it as a basis when hypothesizing in order to solve the research questions. This study was limited to discussing intrinsic and extrinsic motivation respectively in order to ascertain how both phenomena manifest themselves and ultimately how they affect learning, and by presenting numerous examples in the analysis it was concluded that: a) extrinsic and intrinsic motivation tend to inescapably intertwine during the process of learning and thereby end up being in need of each other, and b) that the order to how one musters extrinsic motivation, when undertaking in the educational enterprise of reading a novel, was opposite from that of the intrinsic motivation as extrinsic motivation is based on an external source of reward and therefore merely in need of an external source rather than an intrinsic curiosity. Keywords Intrinsic motivation, Extrinsic motivation, Cognitive perspective, Psychodynamic perspective, Sociocultural perspective, Zone of proximal development, Efferent reading, Aesthetic reading.

No description available.

Darbo objektas - mokinių požiūris į motyvacija kūno kultūros pamokose. Darbo tikslas – nustatyti veiksnius, įtakojančius 9–12 kl. mokinių motyvaciją kūno kultūros pamokose. Darbo uždaviniai : 1. Nustatyti vidinio pasitenkinimo veiksnius, įtakojančius 9-12 kl. mokinių požiūrį į motyvaciją kūno kultūros pamokose, lyties aspektu. 2. Nustatyti vidinio nepasitenkinimo veiksnius, įtakojančius 9-12 kl. mokinių požiūrį į motyvaciją kūno kultūros pamokose, lyties aspektu. 3. Nustatyti išorinio pasitenkinimo veiksnius, įtakojančius 9-12 kl. mokinių požiūrį į motyvaciją kūno kultūros pamokose, lyties aspektu. 4. Nustatyti išorinio nepasitenkinimo veiksnius, įtakojančius 9-12 kl. mokinių požiūrį į motyvaciją kūno kultūros pamokose, lyties aspektu. Tiriamieji: Kauno technologijos universiteto gimnazijos, 9-12kl. mokiniai. Bendras apklaustųjų kiekis 237 mokiniai , iš kurių 122 mergaitės ir 115 berniukų. Išvados: 1. Nustatyta, kad mergaites ir berniukus stipriausiai motyvuoja tokie vidinio pasitenkinimo veiksniai kaip: gebėjimas padaryti tai, ko anksčiau nemokėjo, sėkmė ir užtikrintumas pamokų metu, gebėjimas užsiimti naujomis veiklomis, galimybė rungtyniauti ir išbandyti save, pastangos pamokų metu. 2. Vidiniai nepasitenkinimo veiksniai kurie įtakoja 9-12 kl. mergaičių ir berniukų motyvaciją kūno kultūros pamokose yra : galimybė sumažinti stresą, galimybė užsiimti mėgstama ir prasminga veikla, savirealizacijos galimybė. Lyties aspektu nustatyta , kad mergaitėms lyginant su berniukais... [toliau žr. visą tekstą] / Object of research: factors, that affect 9 – 12 grade students’ attitude to motivation in physical education classes. Aim of the study: determine the factors that affect the 9 – 12 grade students’ motivation in physical education classes. Research objectives: 1. Determine the intrinsic satisfaction factors, that affect the 9 – 12 grade students’ motivation in physical education classes, gender related aspect. 2. Determine the intrinsic dissatisfaction factors, that affect the 9 – 12 grade students’ motivation in physical education classes, gender related aspect. 3. Determine the extrinsic satisfaction factors, that affect the 9 – 12 grade students’ motivation in physical education classes, gender related aspect. 4. Determine the extrinsic dissatisfaction factors, that affect the 9 – 12 grade students’ motivation in physical education classes, gender related aspect. Participants: Kaunas University of Technology gymnasium 9 – 12 grade students’. The total amount of respondents is 237 students’, of which 122 girls and 115 boys. Conclusion: 1. It was found that girls and boys are strongly motivated by such inner satisfaction factors like: the ability to do what you did not know before, success and assurance in class, the ability to engage in new activities, the ability to emulate and test themselves and efforts at school. 2. Internal dissatisfaction factors that influence the 9 - 12 grade girls' and boys' motivation in physical education lessons are: the possibility to reduce... [to full text]

The purpose of this thesis was to provide an understanding of the underlying motives behind students’ voluntary work at a student nation. It was carried out as a qualitative case study, where the focus was placed on Östgöta nation workers. Östgöta nation represents one of the thirteen student nations found in Uppsala, Sweden. The theoretical review draws upon four concepts, namely, intrinsic motivation, extrinsic motivation, organisational identification, and organisational citizenship behaviour. Consequently, these four concepts were used to construct a theoretical model, which served as a framework to understand what factors affect worker motives. Empirical material was collected through the conduct of one focus group and five individual interviews, and was subsequently analysed using a thematic approach. Our findings suggest that the underlying reasons behind a student’s work motives are their inherent need to socialize, as well as to belong to a social group. In addition, workers tend to develop a high degree of relatedness between one another. This, in turn, leads them to exhibit behaviour, where they over-perform and help each other. The presence of such behaviour in the workplace, in conjunction with non-monetary rewards, provides us with an understanding of how students motivate their decision of working in a student nation. In conclusion, we advocate student nations to foster altruism and solidarity within their work environment, which would improve their capability of securing and maintaining a sufficient workforce.

Aspectos como motivação, atendimento das expectativas e satisfação dos alunos no ambiente de ensino-aprendizagem têm sido alvo de diversos estudos naquilo que diz respeito à influência destes fatores no Ensino. Investigar a percepção dos estudantes e suas experiências em todos os níveis de escolaridade oferece dados que possibilitam a melhora de programas e dos serviços de suporte. Assim, este trabalho teve por objetivo analisar a motivação, o atendimento das expectativas e a satisfação dos pós-graduandos do Departamento de Bioquímica da Universidade de São Paulo, tanto pelo olhar dos alunos quanto dos docentes. A coleta de dados foi feita por meio da aplicação de dois questionários: um aos discentes e outro aos docentes. Ambos os questionários foram divididos em três seções (motivação, atendimento das expectativas e satisfação) e validados pelo Coeficiente Alfa de Cronbach e pelos Itens de Correlação Item-Total. Pode-se verificar que para alunos e docentes, a motivação intrínseca é o principal fator que leva ao ingresso no programa, seguido pela motivação influenciada pelo ambiente e pela motivação extrínseca. Tanto alunos quanto docentes têm suas expectativas atendidas pelo programa, tendo como reflexo a satisfação de ambos. Foi possível constatar uma insatisfação dos pós-graduandos e dos docentes com a bolsa e uma divisão entre os alunos com relação à carga horária e à formação, sendo que a maioria percebe que trabalha demais, discordando dos docentes, e por um melhor preparo pedagógico. Espera-se com este trabalho oferecer uma dupla contribuição: à literatura, pois explora um aspecto ainda pouco estudado e oferece um arcabouço metodológico validado; ao departamento de Bioquímica, pois se verifica a qualidade do programa por outra via, interna ao programa; tal verificação possibilita a orientação de políticas institucionais adequadas. / Aspects such as motivation, expectation attainment and satisfaction of students in the teaching-learning environment have been the target of several studies regarding the influence of these factors in teaching. Investigating students\' perceptions and experiences at all levels of schooling provides data that enables the improvement of programs and support services. The aim of this study was to analyze the motivation, expectations attainment and satisfaction of the graduate students of the Department of Biochemistry of the University of São Paulo, both for their students\' and teachers\' view. The data collection was done through the application of two questionnaires: one to the students and another to the teachers. Both questionnaires were divided into three sections (motivation, expectations attainment and satisfaction) and validated by Cronbach\'s Alpha Coefficient and Item-Total Correlation Items. It can be verified that for students and teachers, intrinsic motivation is the main factor that leads to joining the program, followed by motivation influenced by the environment and extrinsic motivation. Both students and teachers have their expectations met by the program, reflecting the satisfaction of both. It was possible to observe a dissatisfaction among graduate students and teachers with the scholarship and a division among the students in relation to the workload and training, and most of them perceive that they work too much, disagreeing with the teachers, and for a better pedagogical preparation. It is expected with this work to offer a double contribution: to literature, because it explores an aspect that has not yet been studied and offers a validated methodological framework; to the Department of Biochemistry, because the quality of the program is verified by another route, internal to the program. Such verification enables the orientation of appropriate institutional policies.

Aspectos como motivação, atendimento das expectativas e satisfação dos alunos no ambiente de ensino-aprendizagem têm sido alvo de diversos estudos naquilo que diz respeito à influência destes fatores no Ensino. Investigar a percepção dos estudantes e suas experiências em todos os níveis de escolaridade oferece dados que possibilitam a melhora de programas e dos serviços de suporte. Assim, este trabalho teve por objetivo analisar a motivação, o atendimento das expectativas e a satisfação dos pós-graduandos do Departamento de Bioquímica da Universidade de São Paulo, tanto pelo olhar dos alunos quanto dos docentes. A coleta de dados foi feita por meio da aplicação de dois questionários: um aos discentes e outro aos docentes. Ambos os questionários foram divididos em três seções (motivação, atendimento das expectativas e satisfação) e validados pelo Coeficiente Alfa de Cronbach e pelos Itens de Correlação Item-Total. Pode-se verificar que para alunos e docentes, a motivação intrínseca é o principal fator que leva ao ingresso no programa, seguido pela motivação influenciada pelo ambiente e pela motivação extrínseca. Tanto alunos quanto docentes têm suas expectativas atendidas pelo programa, tendo como reflexo a satisfação de ambos. Foi possível constatar uma insatisfação dos pós-graduandos e dos docentes com a bolsa e uma divisão entre os alunos com relação à carga horária e à formação, sendo que a maioria percebe que trabalha demais, discordando dos docentes, e por um melhor preparo pedagógico. Espera-se com este trabalho oferecer uma dupla contribuição: à literatura, pois explora um aspecto ainda pouco estudado e oferece um arcabouço metodológico validado; ao departamento de Bioquímica, pois se verifica a qualidade do programa por outra via, interna ao programa; tal verificação possibilita a orientação de políticas institucionais adequadas. / Aspects such as motivation, expectation attainment and satisfaction of students in the teaching-learning environment have been the target of several studies regarding the influence of these factors in teaching. Investigating students\' perceptions and experiences at all levels of schooling provides data that enables the improvement of programs and support services. The aim of this study was to analyze the motivation, expectations attainment and satisfaction of the graduate students of the Department of Biochemistry of the University of São Paulo, both for their students\' and teachers\' view. The data collection was done through the application of two questionnaires: one to the students and another to the teachers. Both questionnaires were divided into three sections (motivation, expectations attainment and satisfaction) and validated by Cronbach\'s Alpha Coefficient and Item-Total Correlation Items. It can be verified that for students and teachers, intrinsic motivation is the main factor that leads to joining the program, followed by motivation influenced by the environment and extrinsic motivation. Both students and teachers have their expectations met by the program, reflecting the satisfaction of both. It was possible to observe a dissatisfaction among graduate students and teachers with the scholarship and a division among the students in relation to the workload and training, and most of them perceive that they work too much, disagreeing with the teachers, and for a better pedagogical preparation. It is expected with this work to offer a double contribution: to literature, because it explores an aspect that has not yet been studied and offers a validated methodological framework; to the Department of Biochemistry, because the quality of the program is verified by another route, internal to the program. Such verification enables the orientation of appropriate institutional policies.

Faculdade de Educação da Universidade de São Paulo. Entre os experimentos utilizados em centros e museus de Ciências sempre existem alguns que se destacam, por chamar e prender mais atenção dos visitantes que frequentam estes lugares, extremamente importantes para a promoção e o aumento dos níveis de alfabetização e de cultura científica. As características destes experimentos os transformam em vedetes dos locais destinados à educação não formal, por emitirem sons, luzes, cores ou causarem qualquer tipo de surpresa ou susto quando os visitantes interagem com os equipamentos citados. Dentro de projetos de divulgação científica itinerantes estes objetos também estão presentes, executando diversas funções nas exposições, que se dividem na maioria das vezes em mesas, montadas em locais que geralmente não têm acesso aos locais fixos de divulgação científica, localizados muitas vezes em grandes cidades. A estes equipamentos chamamos nesta pesquisa de experimentos surpreendentes por causarem sensações diversas nos visitantes. Esta pesquisa identificou estes tipos de experimentos e estudou a influência das suas características para a promoção da motivação, importante na mudança comportamental dos visitantes presentes nos centros e museus de Ciência e nas ações itinerantes de divulgação científica. Como resultados desta pesquisa pudemos observar que não apenas as características dos experimentos surpreendentes, mas também de outra categoria de experimentos, os desafiadores, teve grande influência na promoção e no aumento dos níveis de motivação intrínseca dos visitantes, mudando o comportamento perante os elementos da exposição, melhorando a qualidade da interação e estimulando o interesse e a curiosidade dos visitantes. / Among the experiments used in Science centers and Science museums always exist a few that stand out, for calling and holding more attention of visitors who frequent these places, extremely important to promote and increase the levels of scientific literacy and scientific culture. The characteristics of these experiments turn them into local starlets intended for non-formal education, to emit sounds, lights, colors or causing any kind of surprise or scare when visitors interact with the devices mentioned. Within projects itinerant of scientific communications these objects are also present, performing various functions in the exhibition, which fall mostly on tables, mounted in places that generally do not have access to fixed places of scientific communication, often located in large cities. To these equipment we call \"amazing experiments\" in this study to cause many sensations in visitors. This research identified these types of experiments and studied the influence of their characteristics to promote motivation, behavioral change important in visitors present in these centers and museums of science and in the actions of itinerant science. As a result of this research we found that not only some characteristics of the amazing experiments, but also some characteristics of another category of experiments, the challengers, had great influence in promoting and increasing levels of intrinsic motivation of visitors, changing behavior among the elements of exposure increasing the quality of interaction and stimulating interest and curiosity of visitors.

Introduktion: Sveriges befolkning är idag otillräckligt fysiskt aktiva enligt rekommendationerna som finns på minst 150 minuters fysisk aktivitet varje vecka. Detta trots att det finns många kända hälsofördelar med att vara fysiskt aktiv. Brist på motivation är en faktor som påvisats vara bidragande till att personer rör på sig för lite. Syftet med studien var därför att jämföra skillnader i typ av motivation och fysisk aktivitetsnivå och om det finns skillnader beroende på kön och ålder. Metod: Data samlades in via en onlineundersökning, där 251 deltagare mellan 18-64 år svarade på Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2) och The Godin-Shephard Leisure-Time Exercise Questionnaire (GLTEQ). Resultat: ANOVA visade signifikanta skillnader mellan motivationstyper och aktivitetsnivå, där personer som klassades som högaktiva hade mest motivation till fysisk aktivitet. Kvinnor hade mer introjicerad reglering och män mer identifierad reglering. Personer 18-24 år visade signifikant mer yttre reglering. Konklusion: Utifrån resultaten är det svårt att fastställa vilken motivationstyp som är mest bidragande till att personer är fysisk aktiva, däremot finns det indikationer på att all typ av motivation krävs för att vara fysiskt aktiv. Framtida forskning skulle kunna göra mer omfattande undersökningar på en bredare population för att få en mer fördjupad förståelse. / Introduction: The Swedish population does not meet the recommendations for 150 minutes physical activity per week, even though the health benefits from being physically active is well known. Lack of motivation is a variable that contributes to this problem and results in insufficiently physical activity. This study aimed to explore differences in types of motivation and physical activity level, and also see if there is any differences between gender and age. Methods: Participants (n = 251) between 18-64 years of age completed an online survey, based on Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2) and The Godin-Shephard Leisure-Time Exercise Questionnaire (GLTEQ). Results: ANOVA showed significant differences between type of motivation and activity level. The high-active group had more motivation to physical activity than less active groups. Women had more introjected regulation than men, while men had more identified regulation than women. People between 18-24 showed significant more extrinsic regulation. Conclusion: Based on the findings, it is difficult to define which motivation type that main contributes to physical activity, but there are indications that all types of motivation is important for being physically active. Future research could do a more extended investigation on a wider population to get a deeper insight.

<p>Alla människor behöver aktivera sig fysiskt och motionera på ett eller annat sätt. Men för att kunna motionera krävs det att motivation finns. Forskning har visat att motivation går att dela in i framförallt två former, det är inre motivation och yttre motivation. Den senare formen finns i fyra olika grader. Syftet med uppsatsen var att undersöka vad som upplevdes motivera till motion hos medlemmar på Friskis & Svettis. Undersökningen genomfördes genom intervjuer, data som framkom analyserades sedan genom den hermeneutiska cirkeln. Resultatet som framkom var att det framförallt var inre motivation som påverkade medlemmar till att motionera. Yttre motivation påverkade endast under kortare perioder vid tillfälliga hinder för att motionera. Inre motivation är något som personer inte kan skapa utan de måste upptäcka det inom sig själva.</p>