<p>Studiens syfte var att beskriva hur ett positivt motivationsklimat kan utvecklas i en golfförening baserat på medlemmarnas uppfattning av existerande förening. Femton stycken golfare (9 manliga och 6 kvinnliga) i åldrarna 15-76 år från tre olika klubbar i Sverige deltog i studien. I studien användes ett kvalitativt angreppssätt och en egen komponerad intervjuguide utformades utifrån bl.a. Vazou, Ntoumanis och Duda (2005) forskning kring motivationsklimat. För att analysera rådata användes metoden kvalitativ innehållsanalys. Resultatet visade att de relationer, som framkommit genom tidigare forskning, mellan motivationsklimat och de tre stora områdena; tränare, föräldrar och kamrater också fanns inom golfidrotten. Det som framkom och var nytt i denna studie var att det fanns en annan viktig faktor som påverkade motivationsklimatet inom golf, nämligen anläggningens kvalité.</p>

Studiens syfte var att beskriva hur ett positivt motivationsklimat kan utvecklas i en golfförening baserat på medlemmarnas uppfattning av existerande förening. Femton stycken golfare (9 manliga och 6 kvinnliga) i åldrarna 15-76 år från tre olika klubbar i Sverige deltog i studien. I studien användes ett kvalitativt angreppssätt och en egen komponerad intervjuguide utformades utifrån bl.a. Vazou, Ntoumanis och Duda (2005) forskning kring motivationsklimat. För att analysera rådata användes metoden kvalitativ innehållsanalys. Resultatet visade att de relationer, som framkommit genom tidigare forskning, mellan motivationsklimat och de tre stora områdena; tränare, föräldrar och kamrater också fanns inom golfidrotten. Det som framkom och var nytt i denna studie var att det fanns en annan viktig faktor som påverkade motivationsklimatet inom golf, nämligen anläggningens kvalité.

En speciallärare bör ha goda insikter i motivationens betydelse för att kunna hjälpa elever i matematiksvårigheter. Laborativ matematik föreslås som ett sätt att motivera elever. I min aktion undersöks om SUM-elevernas (elever med speciella undervisningsbehov i matematik) motivation i matematik påverkas av ett laborativt undervisningssätt. Enkäter och intervjuer används i min studie för att bedöma vilka effekter laborativ matematik har för eleverna. De mäts i termerna av elevernas effekter av attribueringar och grad av inre motivation med utgångspunkt i Medbestämmandeteorin, Attributionsteorin och Målorienteringsteorin. En effekt av aktionsstudien är, att de börjar inse att de har talang. Det handlar om hur mycket de anstränger sig i matematik och inte bristen på förmåga. En annan effekt är att eleverna anser att matematiken är roligare, eftersom de får arbeta praktiskt och i mindre grupp. Man kan uppenbarligen påverka elever med en aktionsstudie, men det är inte säkert att den blir bestående. Det är viktigt att elever lyckas och inte misslyckas om och om igen, för då tappar de sin motivation.

Abstract:  Elite soccer in combination with education is a unique and demanding task. The path towards a glory career in sports takes hard mental and physical training. The objectives in this study are 6 elite focused high school students studying high school education programs in combination with football profile. They are 3 of each gender. The purpose of the study was to find out more about their perspective of motivation and what makes them keep going towards a career in football in beside their education. The study is of empiric hermeneutic survey used qualitative method and interviewing to collect data. The results have shown several patterns and similarities, also differences. They all see motivation as a mental force. They appreciate the social factors from parents through support and commitment in their football. Several of them found their interests in football through their parent’s interest in football. They are motivated by development and promotion in divisions. They are all experiencing a need of having fun towards their elite focused career.

Tidigare har målteorier, föräldrastöd och karriärutveckling studerats men hur upplever unga vuxna sin anställningsbarhet i relation till sitt sociala arv från föräldrarna? Detta är studiens syfte att undersöka. Intervjuer genomfördes med 15 deltagare från två klasser på en gymnasiefriskola. En kvalitativ innehållsanalys för kategorisering och tematisering utfördes. Det uppkom tre teman: handling, medvetet betydelsefullt och teoretiskt betydelsefullt. Resultatet visade bland annat att deltagarna prioriterar socialt umgänge, olika idrotter och egen tid men upplever utbildningen som betydelsefull för framtiden. De unga vuxna som vuxit upp med vårdnadshavare utanför arbetskraften talade om hur arbetslösheten kan undvikas medan unga vuxna uppvuxna med vårdnadshavare i arbetskraften fokuserade på att utveckla sin anställningsbarhet. För att belysa skillnader i materialet utfördes viss jämförelse. Slutsatsen var att arbetsgivare kan tänkas möta både naiva och skeptiska arbetssökanden som inte ser kopplingen mellan yrke och drivkrafter men som är medvetna om att de egna valen är avgörande för livssituationen.

In 1996, Professor Robert J House published a reformulated Path-Goal Theory of Work Unit Leadership, based on his earlier 1971 and 1974 theories. Path-goal leadership attempts to explain the impact that leader behaviour has on subordinate motivation, satisfaction and performance. The aim of this context-specific study is to evaluate this reformulated ‘1996 Theory’ via Structural Equation Modelling with engineers from the Royal Air Force as the primary data source. This thesis offers a revised methodology to test path-goal leadership. In detail, three moderator variables are modelled with four independent variables to establish association with two dependent variables. In addition, five propositions from the ‘1996 Theory’ are examined. The analysis suggests that: the moderator influences preference for a particular type of leadership behaviour (by the subordinate); leader behaviour has an impact on subordinate satisfaction; leader behaviour affects satisfaction directly and performance indirectly; subordinate satisfaction has a direct affect on subordinate performance; and performance is influenced by the type of task demand. It is considered that there is association between the variables; however, the direction of this association is not known and it is difficult to predict accurately. Without further research, which is replicated and revalidated with other cohorts, causality in the leader behaviour — outcome variable paradigm cannot be argued. Due to time constraints, the research has several limitations. Not all propositions cited in the ‘1996 Theory’ are tested and several other variables are not examined. Finally, recommendations are made for future study, particularly replication with other cohorts in the public, private and third sectors to ensure validity. This will help in determining causality with leader behaviour and motivation, satisfaction and performance.

The objectives of this study were to investigate: (1) elite Swedish football players use of coping strategies, (2) their goal orientations, and (3) the relationship between their goal orientation profiles and use of coping strategies. Participants were 83 male elite Swedish football players. The Perception of Success Questionnaire and COPE inventory were administered to meet the objectives. Results showed a significant interaction effect between athletes’ task and ego goal orientations and their use of planning. Athletes’ with a HT/LE profile (3.06 ± 0.36; M ± SD) used frequently more planning than athletes’ with a LT/LE profile (2.59 ± 0.51). Moreover, athletes’ high in task (2.71 ± 0.37) used more problem-focused strategies than athletes low in task (2.54 ± 0.33), and athletes’ low in ego (2.31 ± 0.24) used more emotion-focused strategies than athletes’ high in ego (2.17 ± 0.27). Results are discussed in relation to previous research of achievement motivation and athletes’ use of coping strategies. / Syftet med föreliggande studie var att undersöka: (1) svenska elitfotbollsspelares användande av coping strategier, (2) deras målorienteringar, och (3) relationen mellan deras målorienteringsprofiler och användande av coping strategier. Urvalet bestod av 83 manliga svenska elitfotbollsspelare. Studiens syften undersöktes med hjälp av The Perception of Success Questionnaire och COPE inventory. Resultaten visade en signifikant interaktionseffekt mellan idrottarnas task och ego orienteringar och användande av planering. Idrottare med en HT/LE profil (3.06 ± 0.36; M ± SD) använde sig av mer planering än idrottare med en LT/LE profil (2.59 ± 0.51). Vidare använde idrottare med en hög task-orientering (2.71 ± 0.37) sig av mer problem-fokuserade strategier än idrottare med en låg task-orientering (2.54 ± 0.33) och idrottare med en låg ego-orientering (2.31 ± 0.24) använde mer emotions-fokuserade strategier än idrottare med en hög ego-orientering (2.17 ± 0.27). Resultaten har diskuterats i relation till tidigare forskning inom prestationsmotivation och idrottares coping strategier.

To further investigate athletes’ goal orientations in relation to their use of psychological skills, the present study examined the following objectives: 1) the goal orientations of young Swedish soccer players, (2) their use of psychological skills in both practice and competition and (3) the relationship between their goal orientations and use of psychological skills. Participants were 171 young soccer players from five Swedish high schools. The Perceptions of Success Questionnaire and the Test of Performance Strategies were administered to meet the objectives. Results showed no significant difference between athletes’ task (3.40 ± 1.32; M ± SD) and ego (3.32 ± 1.18) goal orientations. Results further revealed that athletes used more psychological skills in association with competition (3.21 ± .67) than in practice (2.74 ± .63). Moreover, results showed that athletes low in ego orientation used more psychological skills (3.83 ± .67) in practice than athletes high in ego (2.68 ± .60). A recommendation for coaches is to emphasize the importance of using PST in relation to practice in order to maximize athletes’ performances. Results have been discussed in relation to previous research of achievement motivation and athletes’ use of psychological skills.

Föreliggande studie syftade till att undersöka sambandet/effekten mellan målsättning, behovstillfredsställelse, behovsfrustration, motivation och träningsfrekvens bland gymaktiva vuxna. Utifrån två arbetsmodeller utformades två hypoteser som testades via medieringsanalyser. En kvantitativ forskningsansats genomfördes där respondenterna fick besvara ett enkätformulär med frågor från mätinstrumenten: Godin Leisure- Time Exercise Questionnaire, Task and Ego Goal Orientation in Sport Questionnaire, The Balanced Measure of Psychological Needs, samt Behavorial Regulations in Exercise Questionnaire. Utifrån ett bekvämlighetsurval rekryterades 128 respondenter (70 kvinnor och 58 män) i åldern 19-36 (M = 22.3, SD = 2.5) som deltog i studien. Medelvärdet på antal träningspass/vecka (lätt, måttlig och hård träning) uppkom till cirka nio stycken bland deltagare. Studiens huvudsakliga fynd var att prestationsmål korrelerade positivt med identifierad reglering, inre motivation, tillfredställelse av de tre grundbehoven samt självbestämmande motivation. Det fanns även ett positivt samband mellan inre motivation och träningsfrekvens. Vidare visade resultatet ett positivt samband mellan resultatmål, amotivation och behovsfrustration. De två hypoteserna förkastades då resultatet inte genererade några direkta medierande effekter. För framtida forskning föreslås bland annat studier som syftar till att undersöka hur effekten på träningsfrekvens kan påverkas beroende på målorientering, samt föreslås ytterligare studier som undersöker behovsfrustration i samband med gymkontexter. / The present study aimed to investigate the relationship/effect between goal orientation, needs satisfaction, needs frustration, motivation and training frequency among gym active adults. Based on two working models two hypotheses were designed and tested through mediation analyzes. A quantitative research approach was conducted in which respondents were asked to answer a questionnaire with questions from the following measuring instruments: Godin Leisure- Time Exercise Questionnaire, Task and Ego Goal Orientation in Sport Questionnaire, The Balanced Measure of Psychological Needs and Behavioral Regulations in Exercise Questionnaire". From a convenience sample, 128 respondents (70 women and 58 men) in the age 19-36 (M = 22.3, SD = 2.5) were recruited who participated in the study. The average number of training sessions/week was about nine for the participants. The study's main finding suggest that task goals positively correlated with identified regulation, intrinsic motivation, satisfaction of the three basic needs and self-determination motivation. There was also a positive correlation between exercise frequency and intrinsic motivation and exercise frequency. The results also showed a positive correlation between ego goals, amotivation and thwarting. The two hypotheses were rejected because the result did not generate any direct media effects. For future research, it is suggested to design studies that aim to investigate how the effect of exercise frequency may be affected depending on the goal orientation, and further suggested studies that investigate thwarting in relation to gym contexts.

This study examined the effects of visual statistics software on undergraduate students’ achievement in elementary statistics and the role of cognitive and non-cognitive factors in their achievement. An experimental design was implemented using ViSta – a visual statistics program. A sample of 273 undergraduate students at a leading, urban, southeastern research university enrolled in six sections of Elementary Statistics were selected and randomly assigned to experimental and comparison groups. The participants completed four surveys, with pre and post-test measures, which assessed their attitudes, statistics self-efficacy, perceptions of their learning environment, and statistical reasoning abilities. To further guide this study, the modified trichotomous framework (Beyth-Marom, Fidler, & Cumming, 2008; Elliot & McGregor, 2001) of goals, cognition, and achievement was used as the theoretical foundation to categorize the cognitive and non-cognitive predictors in relation to student achievement. Two quantitative data analysis methods were utilized. Mann-Whitney tests were employed to determine if there were any statistically significant differences in overall achievement and cognitive and non-cognitive sub-scales between the experimental and comparison groups. Correlation analysis was used to determine if there were any statistically significant associations between the overall grade in the course and the cognitive and non-cognitive sub-scales. For the qualitative data, error analysis was used to determine any underlying processes or misconceptions evident in students’ problem-solving application. Additionally, reliability analysis determined the internal consistency of the data and fidelity of implementation analysis ensured that the intervention was being applied appropriately. In this study, no statistically significant differences in achievement were noted. However, a significant difference was noted in students’ statistics self-efficacy between the comparison and experimental groups. Finally, using the Pearson product moment correlation (r), a statistically significant correlation was found between the overall grade and attitudes towards the course, attitudes towards statistics in the field, interpreting and applying statistical procedures, identifying scales of measurement, and the negotiation scale of students’ learning environment. In order to improve undergraduate statistics instruction, it was recommended that classes should involve more face-to-face engagement with the instructor, focus more on student-centered practices through the use of interactive technology, and incorporate activities from a variety of disciplines.