Despite the widely documented physical, psychological, and social benefits of regular participation in physical activity (Bauman & Campbell, 2001; Blair, Kohl & Barlow, 1995; Paluska & Schwenk, 2000; U.S Department of Health & Human Services, 1996), less than half of the Australian population participate in 'sufficient' levels of physical activity in terms of time and frequency of participation (Bauman, Ford & Armstrong, 2001). Thus the examination of social psychological determinants of regular participation in leisure-time physical activity is important. A mixed methods approach was adopted to identify and test the important social psychological determinants of regular participation in leisure-time physical activity. Phase one of the study was qualitative in nature and adopted a grounded theory approach. A number of important themes emerged from the qualitative phase, including: definitions and meanings of physical activity; physical activity and choice, obligation, reasons for participation; enjoyment of physical activity; changing perceptions and influences on physical activity from childhood to adulthood; and priority of physical activity. The interrelations between these themes and their impact on regularity of participation were explored. These findings, along with theoretical propositions and evidence from previous studies, contributed to the development of a model of the social psychological determinants of regular participation in leisure-time physical activity. They also contributed to the development of items to measure important concepts in the model. Phase two was quantitative in nature and used structural equation modelling to test the model. The quantitative phase involved a sample of 250 people aged 19-87 years living in an Australian capital city. Self-report questionnaires measured regularity of participation in leisure-time physical activity (dependent variable), leisure-time physical activity behaviour regulation, intrinsic motivation towards leisure-time physical activity, enjoyment of leisure-time physical activity, and priority of leisure-time physical activity (independent and mediating variables). Each of the independent and mediating variables was multidimensional in nature, the components of which were assessed using confirmatory factor analysis in structural equation modelling prior to the testing of structural models. After some adjustment, the predictors were satisfactorily represented by their respective multifactor models, except intrinsic motivation, which was best represented by a single factor model. Following modification, the proposed model of the social psychological determinants of regular participation in leisure-time physical activity was found to be a good fit of the data. Relationships within the model indicated the importance of the priority of leisure-time physical activity factors in the prediction of regular participation in leisure-time physical activity. The influence of preference for leisure-time physical activity on regular participation in leisure-time physical activity was mediated by level of priority and making time for leisure-time physical activity. That is, people who preferred to participate in leisure-time physical activity over other types of leisure tended to make it a higher priority, and, in turn, tended to make time to participate. Making time was subsequently associated with increased regularity of participation in leisure-time physical activity. The enjoyment factors influenced regular participation in leisure-time physical activity through their influence on preference for leisure-time physical activity. Activity enjoyment had a positive influence on preference and enjoyment dependent on surroundings had a negative influence. However, in the overall model, the behaviour regulators and intrinsic motivation attenuated the influence of the enjoyment factors on preference for leisure-time physical activity. This suggested that people's underlying behaviour regulators and levels of intrinsic motivation have a similar influence on their preference for leisure-time physical activity as their feelings of enjoyment. However, behaviour regulators and intrinsic motivation appear to be more powerful influences of preference than enjoyment. Intrinsic motivation towards leisure-time physical activity positively influenced regular participation in leisure-time physical activity through its influence on preference for leisure-time physical activity. It also had a direct influence on regularity of participation. Thus, people who were more intrinsically motivated tended to participate more regularly in leisure-time physical activity partly because they formed preferences for physical activity over other types of leisure. Furthermore, the direct influence of intrinsic motivation on regular participation suggested that there were explanations, beyond that of preference and priority, for why those who were intrinsically motivated tended to participate more regularly in leisure-time physical activity. The behaviour regulators of external regulation (negative), introjected regulation (positive) and identified regulation (positive) influenced regularity of participation in leisure-time physical activity mostly through their influence on intrinsic motivation towards leisure-time physical activity. That is, when people felt their physical activity was externally regulated, they felt less intrinsically motivated to participate and this was subsequently associated with less regular participation. On the other hand, when people were regulated by introjection and identification, they tended to feel more intrinsically motivated and this was subsequently associated with more regular participation. External regulation and introjected regulation also had a direct negative influence on preference for leisure-time physical activity and perceptions of the availability of time, respectively. Thus, people who felt externally regulated tended to have less preference for leisure-time physical activity and those who were regulated through introjection were more likely to perceive that they did not have the time to participate. This study contributes to the body of knowledge by highlighting the importance of preferences and prioritisation on perceptions of time availability, and subsequently, regularity of participation in leisure-time physical activity. It also demonstrated that behaviour regulators and intrinsic motivation are important determinants of regular participation in leisure-time physical activity in a general community sample. These findings have theoretical and practical implications for researchers, leisure professionals, and policy makers. They also suggest a number of significant areas of further research.

<p>I vårt examensarbete undersöker vi olika typer av motivation. Vårt syfte med arbetet var att <em>undersöka lärares syn motivation samt elevers egen motivation i skolan. </em>De frågeställningar vi utgick från var: <em>1</em>. <em>Vilken typ av motivation har elever i år 4 och år 5?</em> <em>2. </em><em>Finns det någon skillnad mellan pojkars och flickors motivation? 3.</em> <em>Vilken typ av motivation strävar lärare efter att elever ska erhålla och använda sig av?</em> <em>4</em>. <em>Hur ser lärare på intrinsic (inre) motivation, extrinsic (yttre) motivation samt amotivation?</em> Vi börjar med att redogöra för begreppet motivation och sedan hur läroplanen ser på motivation. Vi lyfter sex olika huvudteorier inom motivation och går sedan in mer grundligt på <em>intrinsic</em> <em>and</em> <em>extrinsic</em> motivation. I denna teori finns Self-Determination theory och inom den amotivation. Self-Determination theory används i detta arbete när vi tittar på elevers olika styrningsformer inom <em>motivation</em> De fem olika styrningsformerna är: <em>inre motivation, identifierad styrning, omedveten styrning, yttre styrning </em>och<em> amotivation. </em>I arbetet gör vi elevernas olika styrningar synliga genom figurer. Vi använde oss av metoderna enkät och intervju för att få svar på våra frågeställningar. Undersökningens resultat påvisar bland annat att eleverna i år 4 och år 5 generellt har god <em>intrinsic</em> <em>motivation</em>, men använder sig också av <em>extrinsic motivation</em>. Lärarna som vi intervjuade tyckte att <em>intrinsic motivation</em> är den viktigaste av motivationsformerna, men menar samtidigt att <em>extrinsic motivation</em> är den form som är lättast att motivera eleverna genom.</p>

<p>Denna uppsats handlar om hur några ledare i olika branscher gör, för att skapa inre motivation i sina team. </p><p>I dagens samhälle sker en ständig utveckling. Denna utveckling leder ofta till att företag får alltmer komplexa uppgifter att handskas med. Det är en av anledningar till att många företag väljer idag att arbeta i form av team. Team kan på ett effektivt sätt handskas med de uppkommande problemen, eftersom de består av flera medlemmar med olika, kompletterande färdigheter som hjälps åt att lösa uppgifterna. </p><p>Alltmer med tiden kan motivationen hos medlemmarna minska, vilket i sin tur leder till lägre effektivitet i teamet. Detta är något som ledaren bör motarbeta, då en av dennes viktigaste uppgifter är, enligt Sommerville (2001), Zaccaro, Rittman och Marks (2001), Clark (2005) samt Schmid (2007), att motivera teammedlemmarna. </p><p>Denna studie använde en kvalitativ ansats, för att med hjälp av fem olika intervjuer med både teamledare och teammedlemmar i olika team och branscher, undersöka förhållanden i teamen. Enligt Zaccaro, et al. (2001) kan motivationen härledas till fem olika faktorer i ledarskapsprocessen. Dessa faktorer är: planera och sätta mål, samordna prestationen, utveckla teammedlemmar, motivera de enskilda teammedlemmarna, samt ge feedback. Dessa faktorer utgör strukturen för uppsatsen, och har använts för att dela in intervjun i fem teman. </p><p>Frågan som denna uppsats ställer lyder: ”Hur gör några teamledare i branscherna VVS-, el-, restaurang-, hotell- och handels-, för att skapa inre motivation i sina team?”, och syftet med uppsatsen är att utifrån de nämnda teorierna om motivation av Zaccaro, et al. (2001) kunna få en djupare förståelse för hur ledare motiverar individer i olika team som är verksamma inom företag.</p><p>Vår slutsats består av tio förslag, som verkar leda till ökad motivation och därigenom högre effektivitet i team. Dessa förslag kan användas av teamledare i praktiken, under hela ledarskapsprocessen. Avslutningsvis har studien kommit fram till följande slutsats:</p><p>“En ledare kan inte ensam stå får all motivationsskapande i teamet, utan behöver även hålla medlemmarna ansvariga för och uppmuntra dem till att motivera varandra.” (eget citat, s. 39)</p>

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

I vårt examensarbete undersöker vi olika typer av motivation. Vårt syfte med arbetet var att undersöka lärares syn motivation samt elevers egen motivation i skolan. De frågeställningar vi utgick från var: 1. Vilken typ av motivation har elever i år 4 och år 5? 2. Finns det någon skillnad mellan pojkars och flickors motivation? 3. Vilken typ av motivation strävar lärare efter att elever ska erhålla och använda sig av? 4. Hur ser lärare på intrinsic (inre) motivation, extrinsic (yttre) motivation samt amotivation? Vi börjar med att redogöra för begreppet motivation och sedan hur läroplanen ser på motivation. Vi lyfter sex olika huvudteorier inom motivation och går sedan in mer grundligt på intrinsic and extrinsic motivation. I denna teori finns Self-Determination theory och inom den amotivation. Self-Determination theory används i detta arbete när vi tittar på elevers olika styrningsformer inom motivation De fem olika styrningsformerna är: inre motivation, identifierad styrning, omedveten styrning, yttre styrning och amotivation. I arbetet gör vi elevernas olika styrningar synliga genom figurer. Vi använde oss av metoderna enkät och intervju för att få svar på våra frågeställningar. Undersökningens resultat påvisar bland annat att eleverna i år 4 och år 5 generellt har god intrinsic motivation, men använder sig också av extrinsic motivation. Lärarna som vi intervjuade tyckte att intrinsic motivation är den viktigaste av motivationsformerna, men menar samtidigt att extrinsic motivation är den form som är lättast att motivera eleverna genom.

Denna uppsats handlar om hur några ledare i olika branscher gör, för att skapa inre motivation i sina team. I dagens samhälle sker en ständig utveckling. Denna utveckling leder ofta till att företag får alltmer komplexa uppgifter att handskas med. Det är en av anledningar till att många företag väljer idag att arbeta i form av team. Team kan på ett effektivt sätt handskas med de uppkommande problemen, eftersom de består av flera medlemmar med olika, kompletterande färdigheter som hjälps åt att lösa uppgifterna. Alltmer med tiden kan motivationen hos medlemmarna minska, vilket i sin tur leder till lägre effektivitet i teamet. Detta är något som ledaren bör motarbeta, då en av dennes viktigaste uppgifter är, enligt Sommerville (2001), Zaccaro, Rittman och Marks (2001), Clark (2005) samt Schmid (2007), att motivera teammedlemmarna. Denna studie använde en kvalitativ ansats, för att med hjälp av fem olika intervjuer med både teamledare och teammedlemmar i olika team och branscher, undersöka förhållanden i teamen. Enligt Zaccaro, et al. (2001) kan motivationen härledas till fem olika faktorer i ledarskapsprocessen. Dessa faktorer är: planera och sätta mål, samordna prestationen, utveckla teammedlemmar, motivera de enskilda teammedlemmarna, samt ge feedback. Dessa faktorer utgör strukturen för uppsatsen, och har använts för att dela in intervjun i fem teman. Frågan som denna uppsats ställer lyder: ”Hur gör några teamledare i branscherna VVS-, el-, restaurang-, hotell- och handels-, för att skapa inre motivation i sina team?”, och syftet med uppsatsen är att utifrån de nämnda teorierna om motivation av Zaccaro, et al. (2001) kunna få en djupare förståelse för hur ledare motiverar individer i olika team som är verksamma inom företag. Vår slutsats består av tio förslag, som verkar leda till ökad motivation och därigenom högre effektivitet i team. Dessa förslag kan användas av teamledare i praktiken, under hela ledarskapsprocessen. Avslutningsvis har studien kommit fram till följande slutsats: “En ledare kan inte ensam stå får all motivationsskapande i teamet, utan behöver även hålla medlemmarna ansvariga för och uppmuntra dem till att motivera varandra.” (eget citat, s. 39)

Introduction: From the start-up, the Internet has allowed easier, cheaper and more widespread communication between different parties. New ways in conducting business have emerged thanks to the Internet, such as Crowdsourcing. Crowdsourcing makes an open call to a group of peers, where the peers contribute to a final product. However, motivating these peers could be troublesome. Thus, there is a question in how to engage a crowd to participate in Crowdsourcing in order to create some sort of exchange to strive for a mutually beneficial relationship that makes the crowd willing to participate in Crowdsourcing. Purpose: The purpose of this study is to find how different motivating factors affect Participation in explicit Crowdsourcing. Methods: The design of the research conducted in this thesis was a quantitative survey that investigated motivating factors for the members of the company Company X. The survey was sent out threw Company X own site to their members and there were 82 complete answers collected. However, only 73 questionnaires were analyzable due to previous participation. The results gathered from the survey were analyzed with the help of seven hypotheses. Results: Monetary Awards, the Challenge of Problem Solving, and Peer Pressure were found to have a positive effect on Participation. Attention, Recognition, and the Ability of completing a Problem Solving process indicated that there are tendencies of a positive relationship with Participation, but it was not possible to draw any conclusions from these concepts. The results also indicated that having a Competition, or competitive environment could have a negative effect on Participation. Conclusion: The results show that there are some major differences between the results from studies dealing with implicit Crowdsourcing and innovation contests. The general nature of an explicit Crowdsourcing community is speculated to be more friendly and helpful than an implicit Crowdsourcing platform due to the necessary collaboration of explicit Crowdsourcing. Monetary incentives might be what draws the eye of a member in the beginning - although this is not tested -, and this is also one factor that might be motivating people the most in an explicit Crowdsourcing community. Nevertheless, the factors that could have effects on Participation in explicit Crowdsourcing were Monetary Awards, Ability, Competition, and Peer Pressure.

Motivation är viktigt för människor, både i arbetslivet och livet generellt. Motivation kan huvudsakligen indelas i inre och yttre motivation, beroende på vilken avsikt individen haft med sina handlingar. En individ som drivs av inre motivation till en handling, utför den eftersom själva aktiviteten upplevs som intressant eller tillfredsställande. Handlingar baserade på yttre motivation har sin grund i något annat än själva aktiviteten, exempelvis ekonomisk belöning. Syftet med studien var att jämföra möjliga skillnader mellan manliga respektive kvinnliga högskolelärare avseende inre och yttre motivation. I studien undersöktes även om typen av motivation som ansågs som viktig samtidigt upplevdes som väl uppfylld eller inte. Studien var kvantitativ och utgick ifrån Deci och Ryans teori om självbestämmande (SDT) vid utformningen av enkätfrågorna. I studien ingick 296 högskolelärare och svarsfrekvensen var på 47 %. Studiens resultat visade att kvinnorna värderade samtliga motivationsfaktorer utom en signifikant högre än männen. Därmed var Ekonomisk belöning den enda motivationsfaktor där skillnaderna inte var signifikanta. Resultatet visade också att de deltagare som värderade en motivationsfaktor som viktig och samtidigt uppfylld i hög grad var i klar majoritet. Väldigt få deltagare värderade en typ av motivationsfaktor som viktig och samtidigt uppfylld i låg grad. / Motivation is important for people, both in work-life and life in general. Motivation can mainly be divided into intrinsic and extrinsic motivation, which depends on the intentions behind the individual’s actions. An individual with intrinsic motivation performs an activity because it is based on interest and satisfaction. Actions based on extrinsic motivation are founded on something other than the activity itself for example economic reward. The aim of the study was to compare possible differences between male and female university teachers regarding intrinsic and extrinsic motivation. The study also examined whether a type of motivation was valued as important and at the same time fulfilled. The study had a quantative approach and the design of the questions in the questionnaire was based on Deci and Ryan’s theory of self-determination (SDT). The study included 296 university teachers and the response rate was 47 %. The results of the study showed that the women valued all but one of the motivational factors significantly higher than the men. Thereby the motivational factor Economic reward was the only one where the differences were not significant. The results also showed that the participants who valued a motivational factor as important and at the same time were fulfilled to a high extent were in a large majority. Very few of the participants valued a type of motivational factor as important and also were fulfilled to a low extent.

The aim of this essay is to give an overview of the topic of intrinsic motivation based on psychological an neuroimaging research. More specifically, the objective is to give an overview of the various benefits of intrinsic motivation, discuss its relationship to extrinsic rewards, and review the existing neuroimaging research that has explicitly explored intrinsic motivatoin. A positive relationship betweeen intrinsic motivation and persistence, conceptual learning, creativity, and both hedonic and eudaimonic well-being has been demonstrated. A wealth of studies has shown that extrinsic rewards undermine intrinsic motivation, while the validity of these findings has been debated. Initial neuroimaging studies concerning the neural basis of intrinsic motivation have been conducted, showing unique activations in the intrinsic motivation conditions in e.g. the anterior precuneus and the right insular cortex. Conceptual and methodological problems have been discussed, and it is suggested that the neuroscientific findings mentioned above can be interpreted in terms of the neural distinction between wanting and liking, rather than in terms of intrinsic and extrinsic motivation, and that psychological research can draw on neuroscientific findings in order to make its research more precise.

What motivates one to write a thesis? This study assessed whether presenting one’s master’s thesis proposal at a thesis colloquium increased the probability of Industrial/Organizational I/O) Psychology graduate students completing their thesis on time (i.e., finishing their thesis as they finished their graduate coursework). This study also examined the relationship between presenting one’s thesis proposal at a thesis colloquium and different forms of motivated regulation and three basic psychological needs (autonomy, competence, and relatedness). Participants included 94 master’s level I/O Psychology alumni from four universities. As expected, students who presented at a thesis colloquium had a higher rate of on-time thesis completion. Students who presented at a thesis colloquium also reported a higher level of intrinsic and extrinsic motivation toward their thesis, and a lower level of amotivation toward their thesis compared to students who did not present at a colloquium. Reported level of relatedness toward individuals who helped work on the thesis was higher for those who presented at a thesis colloquium than for those who did not present. However, there were no differences between those who did or did not present at a colloquium in terms of reported competence and autonomy.