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.

The purpose of the study was to examine if intrinsic motivation and work commitment to the organization differs between permanent doctors and hired doctors. The total of 63 doctors who participated in the study made an internet-based survey with 21 questions taken from the Basic Need Satisfaction at Work Scale and 3 questions from the section “work commitment” in QPS Nordic. The main results of the study showed that permanent doctors perceived a higher level of intrinsic motivation on all the three needs autonomy, competence and relatedness. Furthermore the result showed a tendency that permanent doctors perceived a higher level of work commitment to the organization then hired doctors. / Syftet med studien var att undersöka om inre arbetsmotivation samt engagemang i organisationen skiljer sig mellan tillsvidareanställda och inhyrda läkare. Det gjordes genom en internetbaserad enkät som skickades ut till fem av Sveriges landsting. De totalt 63 läkarna som deltog i studien fick besvara totalt 21 frågor hämtade från Basic Need Satisfaction at Work Scale och 3 frågor från delen “engagemang i organisationen” i QPS Nordic. Studiens huvudresultat visade på att tillsvidareanställda läkare upplever en högre grad av inre motivation på alla tre behoven autonomi, kompetens och samhörighet. Resultatet visade också på en stark tendens till att tillsvidareanställda läkare upplevde högre grad av engagemang i organisationen än inhyrda läkare.

This study examined the impact of student choice on students who had not enjoyed their previous physical education experiences. The research question was: does student choice have an impact on the experiences of grade 10 students who have not enjoyed their previous physical education experiences?<p> Literature on lifelong physical activity, problems with Canadian health and society, engaging disengaged students, and student choice were all examined in the second chapter. Literature specific to physical education was also examined; this included discussions on programmatic challenges, student motivation, and student choice. The promotion of lifelong physical activity is the major goal of many physical education curricula. Researchers have shown that students who enjoy their physical education classes are more likely to be active later in life. Currently many students do not enjoy their physical education programs. Allowing students the opportunity to choose what sports and activities they will be involved in within their physical education class has been shown to have a positive impact on student motivation and enjoyment. Absent from the body of literature is an examination of the role that choice in physical education plays in increasing motivation and enjoyment for students who have not enjoyed their previous physical education experiences.<p> The study sought to learn about the experiences of students who have not enjoyed their previous physical education classes and what impacts they felt it may have on promoting lifelong physical activity adherence. Through purposeful sampling the study focused on the experiences of four students who were identified through a pre-study field investigation survey. Participants volunteered to take part in a one-on-one semi-structured interview with the researcher. The interviews provided a wealth of information on five themes. The themes that were most strongly represented in the interviews were: intrinsic motivation, self-determination, climate, engagement, and perceptions. The participants of the study were intrinsically motivated, felt a sense of self-determination, enjoyed the climate of their class, and were engaged in their learning. The participants also noted that their perceptions of physical activity had changed. Ultimately, the study showed that choice could have a profoundly positive impact on physical education experiences for students who have not previously enjoyed physical education.

Motivational Interviewing (MI) is a client-centered, directive approach for behavior change. Self-Determination Theory (SDT) is a theory of human motivation and self-determined growth. Both of these social-cognitive theories aim to explain motivation and health behavior change and have generated a lot of research on how to increase human motivation. However, MI lacks a definite theory on mechanisms of behavior change and SDT offers a theory of motivation based on extensive research on human interactions. This paper aims to critically look at facilitators of client motivation for behavior change in-session from a social-cognitive perspective on one hand, and neural correlates related to client behavior change on the other hand. MI and SDT somewhat similarly explain what most importantly determines client motivation for change in-session. However, SDT mainly focus on psychological needs such as fostering client autonomy, and MI focus on the therapeutic alliance and on generating client change talk in-session. Efforts to bridge the two methods aim at generating a clearer definition of motivation in MI, and a better framework of practice in SDT. Studies on neural correlates of behavior change support and challenge elements of both approaches, indicating the importance of autonomy and relatedness for motivating positive behavior change.

Bemanningsbranschen växer och allt fler personer blir anställda via bemanningsföretag. Bemanningsföretagens viktigaste uppgift är att öka flexibiliteten på arbetsmarknaden. De gör det lättare för företagen att snabbt anpassa arbetsstyrkan till efterfrågan. Samtidigt finns problem och risker med att hyra in personal. Flertalet studier kring dessa problem tangerar ämnena motivation och/eller inhyrda medarbetare, men forskningen är begränsad vad gäller inhyrda medarbetares motivation. Under antagandet att graden av motivation, generellt sett, är lägre hos inhyrda medarbetare än hos anställda medarbetare, syftar denna studie till att undersöka vilka motivationsrelaterade skillnader som finns mellan anställda och inhyrda medarbetare på ett bank- och försäkringsbolag; Företaget. Med hänsyn till att ämnet är relativt outforskat genomförs en explorativ fallstudie genom kvalitativa semi-strukturerade intervjuer med sex medarbetare på Företaget. Studien kan liknas vid en pilotstudie, som kan ligga till grund för framtida, mer omfattande forskning. Studien inleds med en deduktiv ansats och tar teoretiskt avstamp från fem olika motivationsteorier: Expectancy Theory och Equity Theory, är att hänföra till Intrinsic Motivation (inre motivation), medan Goal-Setting Theory och Job Design representerar teorier om Extrinsic Motivation (yttre motivation). Slutligen används Self-Determination Theory som är ett hybridperspektiv som fördelar tyngdpunkten jämnt mellan Intrinsic Motivation och Extrinsic Motivation. Därefter övergår studien till en mera induktiv ansats där respondenternas uttalanden i intervjuerna, tillsammans med teorierna, ligger till grund för en kategorisering i sju motivationsfaktorer: Mål, Lön, Uppskattning – utvecklingsmöjligheter och andra belöningar, Samhörighet, Självständighet och eget ansvar, Meningsfullhet samt Omväxling. Skillnaderna i motivation mellan anställda och inhyrda medarbetare på Företaget analyseras därefter med utgångspunkt från dessa sju kategorier. De motivationsrelaterade skillnader som framkommer genom studien är framför allt följande: Inhyrda medarbetare motiveras av karriärutvecklingsmöjligheter i större utsträckning än anställda, Mål är viktigare bland inhyrda än bland anställda medarbetare. Lön är en viktigare motivationsfaktor för inhyrda medarbetare, dock endast på lång sikt. Bland övriga motivationsfaktorer märks inte lika tydliga skillnader. Med anledning av studien föreslås att framtida forskning i ämnet bör ske i form av mera omfattande studier, gärna av kvantitativ karaktär. Forskningen bör omfatta fler respondenter, på fler företag, ur en större variation av yrkesgrupper, med en högre grad av anonymitet för respondenterna

This study examined the impact of student choice on students who had not enjoyed their previous physical education experiences. The research question was: does student choice have an impact on the experiences of grade 10 students who have not enjoyed their previous physical education experiences?<p> Literature on lifelong physical activity, problems with Canadian health and society, engaging disengaged students, and student choice were all examined in the second chapter. Literature specific to physical education was also examined; this included discussions on programmatic challenges, student motivation, and student choice. The promotion of lifelong physical activity is the major goal of many physical education curricula. Researchers have shown that students who enjoy their physical education classes are more likely to be active later in life. Currently many students do not enjoy their physical education programs. Allowing students the opportunity to choose what sports and activities they will be involved in within their physical education class has been shown to have a positive impact on student motivation and enjoyment. Absent from the body of literature is an examination of the role that choice in physical education plays in increasing motivation and enjoyment for students who have not enjoyed their previous physical education experiences.<p> The study sought to learn about the experiences of students who have not enjoyed their previous physical education classes and what impacts they felt it may have on promoting lifelong physical activity adherence. Through purposeful sampling the study focused on the experiences of four students who were identified through a pre-study field investigation survey. Participants volunteered to take part in a one-on-one semi-structured interview with the researcher. The interviews provided a wealth of information on five themes. The themes that were most strongly represented in the interviews were: intrinsic motivation, self-determination, climate, engagement, and perceptions. The participants of the study were intrinsically motivated, felt a sense of self-determination, enjoyed the climate of their class, and were engaged in their learning. The participants also noted that their perceptions of physical activity had changed. Ultimately, the study showed that choice could have a profoundly positive impact on physical education experiences for students who have not previously enjoyed physical education.

Applied economists and strategy scholars have examined a variety of firm-level factors that may explain the level and direction of firms' innovative effort and performance, including firms' profit incentives. Innovation at the firm level, however, should also depend heavily on the nature of the pecuniary and non-pecuniary incentives driving the efforts of those individuals that are responsible for innovative activities within firms. Drawing on research in economics and social psychology, I examine three questions: 1. What are the motives of individuals engaged in firm innovation? 2. How do individuals' motives and incentives affect their innovative effort and performance? 3. How do individuals' motives and incentives differ between entrepreneurial and established firms, and are any such differences associated with differences in innovative effort and performance? My empirical analysis builds on the National Science Foundation's SESTAT data, which contain survey responses from over 10,000 scientists and engineers employed in U.S. firms. Among others, the data contain measures of individuals' extrinsic, intrinsic, and social motives (e.g., preferences for work benefits such as salary, intellectual challenge, and contribution to society), effort, and innovative performance. In chapter Two ("What makes them tick - Employee motives and firm innovation"), I develop a formal model of the relationships between individuals' motives and incentives, effort, and innovative performance. Econometric analyses using the SESTAT data suggest that individuals' motives have significant effects upon innovative effort, as well as on innovative performance, controlling for effort. Overall, intrinsic motives (in particular, intellectual challenge) appear to be more beneficial for innovation than extrinsic motives. In chapter Three ("Fire in the belly? Individuals' motives and innovative performance in startups and established firms"), I examine differences in motives, effort, and performance between startups and established firms. I find that individuals' extrinsic motives differ significantly between startups and established firms, while their intrinsic motives are surprisingly similar. Startup employees expend more effort and have higher patent application counts than individuals in established firms. Individuals' motives explain only a limited amount of these effort and performance differences across firm types, however, because the intrinsic motives that are most strongly associated with effort and performance differ little between startups and established firms. / Dissertation

Given that computer hacking cause huge loss among firms, it¡¦s necessary to understand how individuals engage to commit it. Most of previous research on computer hacking, discuss the reasons by motivation, deterrence theory, moral intensity and social learning theory. However, those perspectives were adopted in researches independently. Thus, there is a need for research to combine these perspectives to create a completed, empirical model to explain the hacker¡¦s intention. Based on motivation theory, moral intensity, deterrence theory, and social learning theory, an empirical study of the intention of computer hacking was conducted. Moreover, we found the key factor ignored in the past, severity level of computer hacking, which will change the way of other factors affecting the intention. Data collected from 473 individuals in Taiwan confirmed our hypotheses and tested against the research model. The results support the proposed model in predicting intention to commit computer hacking. This study demonstrated that intrinsic motivation, extrinsic motivation, moral intensity, punishment certainty, punishment severity, and social influence were key factors that resulted in intention of computer hacking. In addition, severity level of computer hacking was a strongly significant moderator in all factors to intention. Lastly, several implications of information security management and direction to reduce computer hacking rate for practices are discussed.

There have been many recent examples in the news of how employees were motivated by their companies to take actions that were not best for the long term success of the company. Mortgage companies gave financial incentives to brokers for each loan approved regardless of quality, which resulted in a large number of defaults several years later. BP, the oil company, gave financial incentives to employees based on short-term profits, which motivated management to perform cheaper and less frequent maintenance on the Alaskan Pipeline. This led to increased bonuses until a pipeline failure several years later. And numerous financial institutions gave employees big performance bonuses based on short-term profits one year before their institutions failed. Many analysts have stated that lucrative bonuses that did not take into account long-term company performance motivated many employees to take dangerous financial risks. In addition, in my 16 years of software development consulting, I have first-hand experience with seeing how companies' motivation techniques influence people to ignore the long-term success of their company. I have seen incentives for delivering a project on time influence project managers and developers to push low quality software into production in order to meet that deadline. Similarly, I have seen incentives (for meeting budget numbers on a project) influence managers to eliminate planning and quality assurance in order to lower the cost of implementing the project. In each of those cases, the resulting low quality software caused long-term damage to the company that could have been avoided if the project were higher quality but slightly late or over budget. I have also seen that incentives, intended to encourage call center employees to take more calls per hour, ended up motivating employees to hang up on customers without solving their problems. This resulted in low customer satisfaction, which led to a long term reduction in sales. These are only a few of the many examples I have seen in my career of how the wrong motivational techniques can have unintended, negative, long-term results for a company. Regardless of whether the motivational techniques are based on profits, revenues, productivity, stock price, or some other factor, many motivational techniques include financial incentives that are based on monthly, quarterly, or yearly results without regard for longer periods of time. Long term incentives, such as vesting in a 401(k) or increased vacation time, are typically focused solely on retaining employees rather than on long-term company performance. This thesis explores the ways in which companies currently motivate employees. The motivation may be extrinsic, using tools such as financial incentives or it may be intrinsic, using tools such as company culture or hiring practices. This thesis will review both academic research and practical management experience related to employee motivation with a goal of identifying practical recommendations for improving the current, common motivational practices. These improvements should encourage employees to take the best actions for the long-term success of the company. / text

This study developed a Methodology for the systematic and strategic fostering of creativity in graphic design education at university level. The thesis identified four social-psychological factors that have an effect on graphic design students' creative ability, namely their level of intrinsic motivation for creative activities; their ability to maintain autonomous, self-regulative behaviour that is conducive to creativity; a healthy self-belief in their creative ability and the minimization of negative stress in the educational milieu where creative tasks are undertaken. Each of these factors imply a range of strategies that may be used to maintain and stimulate creativity in graphic design education, such as the use of certain types of feedback, evaluation procedures that supports creativity, the creation of a safe, democratic, non-controlling classroom climate or the deliberate use of music and humoristic activities in the educational milieu. Additionally, a range of cognitive strategies that may be used for idea generation in graphic design are proposed. They include divergent thinking techniques, such as 'Random Association'; 'Morphological Synthesis'; 'Metaphors and Analogies'; 'Mind-mapping'; 'Idea Checklist'; 'Visual Thinking' and 'Sense Connections'. Each technique is described in terms of its unique methodology, advantages, creative potential and its applicability to graphic design. The study also proposes a tactical approach to the creative process, suggesting various cognitive strategies that may be used for each phase of the creative process. These strategies ensure that the whole spectrum of cognitive activities required for the successful production of a creative product is executed. The sum of these cognitive and social-psychological strategies provided the basis for the development -of two theoretical constructs that may be implemented as part of an undergraduate graphic design curriculum to cultivate creativity in students. They are: (1) a Learning Program in Creativity studies that consists of a number of study units and aims to provide tuition in the theoretical foundation that students need to enhance their creative ability (2) a range of General Guidelines that aim to provide educators with a range of didactic strategies and practices to support and stimulate creative ability in graphic design students. / Thesis (Ph.D. (History of Arts))--North-West University, Potchefstroom Campus, 2006.