Specialiosios olimpiados sporto programų tyrinėjime dėmesys dažniausiai buvo sutelktas į mokslinius tyrimus fizinio pajėgumo ir motorinių įgūdžių gerinimo, savivertės, socialinės kompetencijos ir savęs suvokimo srityse. Tyrimo tikslas: įvertinti Specialiosios olimpiados sportininkų dalyvavimo sporte motyvus ir motyvacijos tipą. Tyrimo uždaviniai: 1) Nustatyti sutrikusio intelekto sportininkų dalyvavimo sportinėje veikloje motyvus; 2) Įvertinti sutrikusio intelekto sportininkų dalyvavimo Specialiojoje Olimpiadoje dominuojančią motyvacijos orientaciją; 3) Nustatyti dalyvavimo Specialiojoje Olimpiadoje motyvacijos orientaciją priklausomai nuo tiriamųjų intelekto sutrikimo laipsnio, sportavimo trukmės, sporto šakos ir atletų amžiaus. Buvo tiriami 64 (vaikinai) 13-32 metų amžiaus Specialiosios olimpiados atletai, turintys nežymų ir vidutinį intelekto sutrikimą. Sporto motyvacijai nustatyti naudota Vaizdinė motyvacijos skalė (Reid, Vallerand, Poulin, 2001). Tyrimo rezultatai parodė, kad Specialiosios olimpiados atletų, dalyvaujančių sporto programose, identifikuoto reguliavimo (išorinė motyvacija) ir vidinės motyvacijos lygis buvo reikšmingai didesnis negu išorinis reguliavimas (išorinė motyvacija) ir motyvacijos nebuvimas. Išorinis reguliavimo lygis buvo reikšmingai didesnis už motyvacijos nebuvimą. Dažniausiai sportavimą motyvuojantys veiksniai buvo sportavimo smagumas, naujų naudingų dalykų išmokimas, sporto įdomumas ir sporto kaip dalies savęs suvokimas. Nustatyta, kad... [toliau žr. visą tekstą] / Special Olympics (SO) sport programs participation is associated with improved physical fitness and motor skills as well as increased self-esteem, self-confidence, social competence and positive self-perceptions. The purpose of the study was to identify why individuals with intellectual disabilities (ID) joined and continue to participate in SO program. We designed a study and directed our investigation to the following research goals: 1) to designate motives of SO athletes participation in Special Olympics; 2) to evaluate type of domination of motivation’ orientation of SO athletes participation in Special Olympics; 3) to evaluate differences of SO athletes participation in sport motives according to gender, age, duration of participation and level of intellectual disability. This study evaluated sport participation motives and types of motivation of 64 males SO athletes ages 13 to 32 years. Participants completed the modified pictorial motivation scale (Reid, Vallerand, Poulin, 2001). The data of the research showed that Special Olympics sport programs athletes’ motivational level of identified regulation and intrinsic motivation was significantly higher in compare to external regulation and amotivation. The data indicated that external regulation (external motivation) was higher in compare to amotivation (p<0.005). In summary, athlete participated in Special Olympics sport programs for their own enjoyment, for learning new skills, for being interested in sport; the... [to full text]

The Sediba project originated when investigations showed that there were many teachers in the North-West Province that did not possess sufficient subject knowledge to teach physical sciences and mathematics. In spite of many in-service training opportunities for teachers, the achievements of learners are still not satisfactory. From interviews with teachers in the Sediba Mathematics Programme the problem of unmotivated learners became apparent. From the literature it appeared that the motivation of teachers has an effect on the motivation of their learners. This study was undertaken as a result of those findings to determine whether the Sediba Mathematics Programme has an effect on the intrinsic motivation of the teachers in the programme. To understand the nature of motivation better, the motivation theories of Maslow, Herzberg, Adams and Vroom were investigated. This investigation made valuable contributions to the study and gave insight into the behaviour patterns of the teachers in certain situations. By means of the literature study a profile of a motivated mathematics teacher could be compiled. It was found that self-concept, self-efficacy, task value and the effect that change has on teachers, could be regarded as determinants of intrinsic motivation. Aided by a questionnaire, an empirical study was done to test the degree to which these determinants were present in the teachers. To bring about triangulation this was followed up by conducting interviews with a sample of the teachers. Furthermore, a mathematics competence test was done. Several models of in-service training were further investigated and the Sediba Mathematics Programme was evaluated on the basis of a set of essential elements for an ideal programme. It was found that the Sediba Programme fulfilled these requirements to a large degree. The empirical investigation, the mathematics competence test and the interviews that were held with teachers delivered the following results. It was found that the Sediba Mathematics Programme did have an effect on the intrinsic motivation of the teachers in the programme. The subject knowledge of the teachers improved significantly after only one year of study. The teachers' self-concept and self-efficacy improved, they regarded their task as important and endeavoured to implement change meaningfully in spite of existing uncertainties. Negative conditions such as overcrowded class-rooms, no/little aids, lack of safety and discipline at many schools that made it difficult for teachers to deliver quality teaching, could affect motivation negatively. Keywords for indexing: motivation, mathematics teacher, professional development, Sediba-program, in-service training and motivation, intrinsic motivation, extrinsic motivation, in-service training for mathematics teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

Bakgrund: Regelbunden träning är viktig för både fysiskt och psykisktvälbefinnande. För att bibehålla en regelbundenhet i träningen krävs det ettengagemang och en motivation. En person kan motiveras av både inre ochyttre faktorer beroende på personens intresse. Trots att människor tenderaratt vara mer stillasittande, tycks intresset för träning och hälsa öka. Inteminst syns detta på sociala medier, där bilder och inlägg medträningsbudskap förmedlas frekvent. Syfte: Studiens syfte är att undersökavad kvinnor i åldern 18-25 uppger motivera dem till regelbunden träning. Ettdelsyfte är att undersöka hur kvinnorna upplever att användandet av socialamedier med träningsbudskap påverkar deras träningsmotivation. Metod: Sexsemistrukturerade intervjuer genomfördes med kvinnor i åldern 18-25 somvar regelbundet aktiva inom styrketräning respektive lagsport. Intervjuernaanalyserades med hjälp av innehållsanalys där kodnamn bildade sexkategorier som belyste vad som motiverade till träning. Resultat:Respondenterna uppgav att de motiverades främst av att få kännatillfredsställelse vid utförandet av aktiviteten. De motiverades även avglädje, vilket de upplevde genom att ta sig an utmanande uppgifter och att fåutvecklas inom sin träning samt att få träna i gemenskap med andra. Hälsoochutseenderelaterade faktorer var en motiverande faktor blandrespondenterna. Användandet av sociala medier med träningsbudskap kundebidra till ökad träningsmotivation. Konklusion: Motivationen till träningkunde variera för respondenterna, då de visade att de drevs av både inre ochyttre faktorer. De inre faktorerna var viktigast för ett regelbundetträningsbeteende medan de yttre visade sig vara viktiga vid de perioder desaknade lust till träning. / Background: Regular exercise is important for both physical and mentalhealth. To maintain regularity in training dedication and motivation isrequired. A person can be motivated by both internal and external factorsdepending on interest. Although people tend to exercise less nowadays, theinterest for exercise and health seems to increase. Not the least, this can beseen on social media where people frequently convey images and posts withtraining messages. Purpose: The aim of this study is to examine whatmotivates women who exercise regularly. Another aim is to examine howsocial media that convey health and training affects motivation for exercise.Method: Six girls from age 18-25 were interviewed. Three girls were activein team sports and three in fitness training. The interviews were analyzedusing content analysis where the codename formed six categories thatillustrate motivation for exercise. Results: The participants reported feelingsatisfaction as important for continued exercise. They were also motivatedby joy, which they felt by increasing their competence in training andthrough the sense of community. Health- and appearance related factorswere also motivating. The use of social media that mediate training couldhelp to increased motivation. Conclusion: Participants were motivated bothby internal and external factors. The internal factors were important tomaintain regularity in training. The external factors were found to beimportant when they did not feel the desire to exercise.

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.

Over the past 25 years, the role of motivation in sport has increasingly received attention in scientific research. A model that is central to this research, is Ryan and Deci’s (2000b) Self–determination Theory (SDT), which is based on the assumption that human behaviour is motivated by the extent to which it satisfies the needs for autonomy, competence and relatedness. Surprisingly little research has been done to date on the relation between self–determination and performance among South African rugby players. An improved understanding of the role of motivation in performance among university rugby players, as well as the role of bursary awards, can generate better knowledge and may help to identify, manage and motivate players better at an early stage. The goal of this study was to explore the relation between self–determination and performance among a group of university rugby players. The first objective was to establish whether there are performance differences between players who are intrinsically motivated (IM), extrinsically motivated (EM) and amotivated. A second objective was to establish whether players who receive bursaries are more intrinsically motivated, extrinsically motivated or amotivated, and how this relates to their performance. Participants were an availability sample of 51 u/19 and u/21 university rugby players of the North–West University Rugby Institute who completed the Behavioural Regulation in Sport Questionnaire (BRSQ) (Lonsdale et al., 2008) and who were assessed in terms of performance by themselves, the principal researcher, a sport scientist and the coach. Data was analysed by means of the Spearman ranking correlation coefficient, cluster analyses, the t–test and Chi Square test, to determine the differences in terms of performance between the intrinsically motivated, extrinsically motivated and amotivated participants, and also between bursary holders and non–bursary holders. Because an availability sample was used, the meaningfulness of results according to effect sizes and their guiding values were determined for practical meaningfulness, rather than focusing on statistical inference and p values. Firstly, it was found that IM correlates positively and practically meaningful with autonomous EM and that it correlates negatively (small to practically visible) with controlled EM and amotivation. Autonomous and controlled EM correlate negatively, and with a small effect. These correlations in general fit appropriately in with Ryan and Deci’s (2000b) self–determination continuum. It was found that IM, autonomous EM and bursary awards correlate positively with performance, in contrast with controlled EM and amotivation. It was indicated that both IM and autonomous EM could possibly contribute to a feeling of agency and subsequently to better performance. However, it is important to note that no cause–effect deductions can be made, and that the results cannot necessarily be generalised to other rugby players. The contribution of this study is that it indicates that all forms of EM are not necessarily bad for performance, and that autonomous EM and discerning bursary awards can appropriately motivate rugby players towards performance. The exact nature and mechanism according to which autonomous EM influences performance should, however, be investigated by means of larger random samples in future research. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

Over the past 25 years, the role of motivation in sport has increasingly received attention in scientific research. A model that is central to this research, is Ryan and Deci’s (2000b) Self–determination Theory (SDT), which is based on the assumption that human behaviour is motivated by the extent to which it satisfies the needs for autonomy, competence and relatedness. Surprisingly little research has been done to date on the relation between self–determination and performance among South African rugby players. An improved understanding of the role of motivation in performance among university rugby players, as well as the role of bursary awards, can generate better knowledge and may help to identify, manage and motivate players better at an early stage. The goal of this study was to explore the relation between self–determination and performance among a group of university rugby players. The first objective was to establish whether there are performance differences between players who are intrinsically motivated (IM), extrinsically motivated (EM) and amotivated. A second objective was to establish whether players who receive bursaries are more intrinsically motivated, extrinsically motivated or amotivated, and how this relates to their performance. Participants were an availability sample of 51 u/19 and u/21 university rugby players of the North–West University Rugby Institute who completed the Behavioural Regulation in Sport Questionnaire (BRSQ) (Lonsdale et al., 2008) and who were assessed in terms of performance by themselves, the principal researcher, a sport scientist and the coach. Data was analysed by means of the Spearman ranking correlation coefficient, cluster analyses, the t–test and Chi Square test, to determine the differences in terms of performance between the intrinsically motivated, extrinsically motivated and amotivated participants, and also between bursary holders and non–bursary holders. Because an availability sample was used, the meaningfulness of results according to effect sizes and their guiding values were determined for practical meaningfulness, rather than focusing on statistical inference and p values. Firstly, it was found that IM correlates positively and practically meaningful with autonomous EM and that it correlates negatively (small to practically visible) with controlled EM and amotivation. Autonomous and controlled EM correlate negatively, and with a small effect. These correlations in general fit appropriately in with Ryan and Deci’s (2000b) self–determination continuum. It was found that IM, autonomous EM and bursary awards correlate positively with performance, in contrast with controlled EM and amotivation. It was indicated that both IM and autonomous EM could possibly contribute to a feeling of agency and subsequently to better performance. However, it is important to note that no cause–effect deductions can be made, and that the results cannot necessarily be generalised to other rugby players. The contribution of this study is that it indicates that all forms of EM are not necessarily bad for performance, and that autonomous EM and discerning bursary awards can appropriately motivate rugby players towards performance. The exact nature and mechanism according to which autonomous EM influences performance should, however, be investigated by means of larger random samples in future research. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

Syfte Syftet med studien är att undersöka hur projektledare självskattar sitt ledarskap och projektmedlemmar upplever motivation i pre-development projekt på Karolinska Universitetssjukhuset och Scania. Metod Studien är kvantitativ och deduktiv. För att undersöka förekomst av transformellt ledarskap hos projektledare och inre motivation hos projektmedlemmar har vi valt att använda två frågeformulär, Multifactor Leadership Questionnaire Leader Form respektive Work Preference Inventory. Båda formulären är undersökta av forskare vad gäller validitet och reliabilitet. Resultat Resultatet i vår undersökning visade att projektledare på Karolinska hade en högre förekomst av transformellt ledarskap än de på Scania. I båda organisationerna fanns även transaktionellt ledarskap i ganska stor utsträckning medan förekomsten av passivt undvikande ledarskap var lägre. I analysen av underfaktorerna i MLQ Leader Form (5x-Short) visade våra data för transformellt ledarskap att idealiserade inflytandet och intellektuell stimulans låg högre på Karolinska. För det transaktionella ledarskapet låg villkorad belöning högre på Karolinska medan ledarskap med aktiva undantag var högre på Scania. Vår undersökning visar att projektmedlemmar i båda organisationerna hade en högre förekomst av inre motivation jämfört med yttre motivation. Det fanns ingen signifikant skillnad mellan organisationerna vad gäller inre motivation. Vad gäller yttre motivation visade vår undersökning att Scanias projektmedlemmar låg signifikant högre än Karolinskas. Underfaktorerna i WPI analyserades och visade att faktorerna för inre motivation skilde sig väldigt lite mellan organisationerna. Yttre motivationsfaktorn kompensation låg högre på Scania i projekten men generellt var den lika hos projektmedlemmarna i båda organisationerna. Den andra yttre motivationsfaktorn, orientering mot erkännande och andras styrning låg högre på Scania både i projekten och generellt. Forskningsbegränsningar/implikationer En begränsning är att vi undersökt ett urval av projekt i två organisationer. Urvalet är gjort utifrån Scanias definition av pre-development projekt. Praktiska implikationer Tidigare forskning tyder på att transformellt ledarskap och inre motivation är särskilt viktigt i tidig fas av radikala innovationer. Vår undersökning visade att både transformellt ledarskap och inre motivation är vanligare än transaktionellt ledarskap och yttre motivation. Ett nästa steg skulle vara att utöka antal organisationer och projekt samt att koppla ledarskap och motivation till resultat i projekten för att se om det finns någon korrelation. Det skulle visa om ökat transformellt ledarskap och inre motivation kan ha positiv effekt på resultatet i pre-development projekt. Originalitet/värde Vi har inte hittat någon forskning som jämfört två organisationer som bedriver pre-development projekt med avseende på transformellt ledarskap och inre motivation. Sökord: pre-development projekt, transformellt ledarskap, innovativt beteende och inre motivation / Purpose The purpose of this study was to investigate how project managers self estimates their leadership and project members perceive motivation in pre-development projects at the Karolinska University Hospital and Scania. Design/methodology/approach This study is quantitative and deductive. To investigate the presence of transformational leadership in project managers and internal motivation in project members we have chosen to use two questionnaires, Multifactor Leadership Questionnaire and Work Preference Inventory. Researchers have examined both forms in terms of validity and reliability. Findings The results of our study showed that a project manager at Karolinska had a higher incidence of transformational leadership than at Scania. In both organizations the transactional leadership was also fairly common while the occurrence of passive avoidance leadership was lower. In the analysis of our data the subfactors in the MLQ Leader Form (5x-Short) showed that idealized influence and intellectual stimulation were higher at Karolinska for transformational leadership. For the transactional leadership was contingent reward higher at Karolinska while leadership with active exception was higher at Scania. Our investigation showed that the project members in both organizations had a higher incidence of intrinsic motivation compared to extrinsic motivation. Extrinsic motivation in project members was significantly higher at Scania than Karolinska but there was no difference regarding intrinsic motivation. When the data from the subfactors in WPI were analysed it showed that the factors of intrinsic motivation differed very little between the organisations. Extrinsic motivation factor compensation was higher at Scania in the projects but in general it was the same for the project members in both organizations. The second external motivation factor, orientation towards recognition and control of others was higher at Scania both in projects and in general. Research limitations/implications In our investigation we examined a selection of projects in two organizations. The selection was done based on Scanias definition of pre-development projects. Practical implications Previous research suggests that transformational leadership and internal motivation is particularly important in the early phase of radical innovation. Our investigation showed that both transformational leadership and internal motivation was more common than transactional leadership and extrinsic motivation at both Karolinska and Scania. A next step would be to expand the number of organizations and projects. It would also be interesting to examine if leadership and/or motivation has any correlation to the result of projects. It would show whether increased transformational leadership and internal motivation could have a positive effect on the results in pre-development projects. Originality/value We have not found any research that compares two organizations engaged in pre-development projects with regard to transformational leadership and intrinsic motivation. Keywords: pre-development project, transformational leadership, innovative behaviour and intrinsic motivation

The Sediba project originated when investigations showed that there were many teachers in the North-West Province that did not possess sufficient subject knowledge to teach physical sciences and mathematics. In spite of many in-service training opportunities for teachers, the achievements of learners are still not satisfactory. From interviews with teachers in the Sediba Mathematics Programme the problem of unmotivated learners became apparent. From the literature it appeared that the motivation of teachers has an effect on the motivation of their learners. This study was undertaken as a result of those findings to determine whether the Sediba Mathematics Programme has an effect on the intrinsic motivation of the teachers in the programme. To understand the nature of motivation better, the motivation theories of Maslow, Herzberg, Adams and Vroom were investigated. This investigation made valuable contributions to the study and gave insight into the behaviour patterns of the teachers in certain situations. By means of the literature study a profile of a motivated mathematics teacher could be compiled. It was found that self-concept, self-efficacy, task value and the effect that change has on teachers, could be regarded as determinants of intrinsic motivation. Aided by a questionnaire, an empirical study was done to test the degree to which these determinants were present in the teachers. To bring about triangulation this was followed up by conducting interviews with a sample of the teachers. Furthermore, a mathematics competence test was done. Several models of in-service training were further investigated and the Sediba Mathematics Programme was evaluated on the basis of a set of essential elements for an ideal programme. It was found that the Sediba Programme fulfilled these requirements to a large degree. The empirical investigation, the mathematics competence test and the interviews that were held with teachers delivered the following results. It was found that the Sediba Mathematics Programme did have an effect on the intrinsic motivation of the teachers in the programme. The subject knowledge of the teachers improved significantly after only one year of study. The teachers' self-concept and self-efficacy improved, they regarded their task as important and endeavoured to implement change meaningfully in spite of existing uncertainties. Negative conditions such as overcrowded class-rooms, no/little aids, lack of safety and discipline at many schools that made it difficult for teachers to deliver quality teaching, could affect motivation negatively. Keywords for indexing: motivation, mathematics teacher, professional development, Sediba-program, in-service training and motivation, intrinsic motivation, extrinsic motivation, in-service training for mathematics teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

This research inquires into whether the motivation of students learning English for Academic Purposes (EAP) at the upper-intermediate level improves when thematic instruction is employed in the classroom. This is the first time that a theme-based integrated skills approach was implemented at the Department of Basic English (DBE), METU at the intermediate and upper-intermediate levels. With the outcome of the needs analysis carried out by the administration, it was realized that students at the preparatory school needed to use integrated skills as reflected in &lsquo / real life&rsquo / . Moreover, thematic instruction was seen to be a requisite in the new curriculum since content is a key motivating principle. Hence, since one of the main concerns was the motivation of students attending courses at the preparatory school, there was a need to examine whether using this mode of instruction at the upper-intermediate level was able to ameliorate student motivation. For this research, firstly a pilot study and then qualitative analysis using in-depth interviews developed on the basis of the pilot study was employed. Therefore, using a triangulation of different kinds of data on related questions, interviews were carried out with 14 students on three separate occasions at the end of each span from the upper-intermediate group, two administrators and six upper-intermediate instructors. From the point of view of the students it appeared that generally content encouraged learning and improved English proficiency if the themes/topics were found to be of interest. However, the degree of impact of the themes and topics on student motivation largely depended on whether the student was intrinsically motivated or not. If the student was intrinsically motivated, content had a nominal affect on motivating them. The study showed that if the themes are linear and have a parochial focus on topics, too much time is spent on a theme, a redundancy of lexical items are taught, unnecessary details are included, and difficult and academic language used, these led to student demotivation in respect of content. Thus, indicating a greater variety of content was needed.

This study investigated a number of important research questions that were prompted by the existing literature relating to the concept of responsibility for learning. Such literature has highlighted the importance of promoting personal responsibility for learning to not only students as individuals but also to the direction of education and pedagogy in general. The literature has also shown a broad concern over students’ apparent lack of responsibility as well as a lack of consensus over the precise meaning of this concept. The present study addresses gaps in the literature by exploring the following specific issues: firstly, What are students’ understandings of the concept of responsibility for learning?; secondly, How have students reported their own learning related attitudes and behaviours?; and thirdly, What are the associations between students’ understandings and their self-reports? It was also intended that data collected for the first two research questions would enable the investigation of year level and gender differences. With a methodology based on a written survey design, this study collected data from a sample of some 286 students from Australian schools in both the Primary and Secondary sectors (comprising Years 5, 7, 9 and 11). The process of data collection involved participants completing one open-ended question and two newly developed Likert-type response questionnaires that incorporated 40 individual descriptive items that were associated with six distinct subscales (i.e., Orientation Towards Schools and Learning; Active Participation in Learning Activities; Autonomy and Personal Control of Learning; Initiative; Management of Learning Resources; and Cooperation and Control of Classroom Behaviour). One scale (the SURLQ), along with the open-ended question, measured students’ understandings of Responsibility For Learning and the other scale (the SRLABQ) measured students’ perceptions of their own learning related attitudes and behaviours. The data pertaining to the first research question was analysed in two distinct ways. Firstly, students’ responses to the open-ended question were analysed qualitatively by sorting and tallying their original responses according to a determination of the themes and descriptors offered. Secondly, the responses to the SURLQ were analysed quantitatively by calculating the mean and standard deviation scores for all 40 descriptive items and hence the six subscales. Similar quantitative statistical analysis procedures were applied to the data pertaining to students’ self-reported learning attitudes and behaviours (i.e., the SRLABQ). Reliability coefficients for the SURLQ and the SRLABQ were also calculated. Descriptive data for the subscales of these two measures were cross-tabulated by year level and gender to determine whether statistically significant differences were evident. Cohen’s Effect Size calculations were applied to such differences. Statistically significant interactions between these independent variables were determined by Multivariate analysis of variance techniques. The third research question was investigated by applying correlation analysis to the mean scores of corresponding subscales and by calculating the differences between the same sets of mean scores. With respect to the first research question, it was found that according to both sets of data, students’ understandings of responsibility for learning generally supported a primarily behavioural perspective that emphasised a high degree of application to learning and relating sociably with others in the classroom. Although the SURLQ data also showed a greater acknowledgement of attitudinal components, it was noted that according to data from the two questionnaires, students did not readily associate responsible learners with being autonomous and having personal control of learning (as does the literature). With respect to the second research question, it was found that students reported themselves to be reasonably responsible learners as evidenced by the moderately high scores collected in all of the six responsibility for learning subscales. This finding led to the conclusion that the concerns expressed in the literature over students’ lack of responsibility in the classroom are not perceived by the students themselves. As the data pertaining to the third research question showed a reasonable correlation between students’ understandings of responsibility for learning and their self-reported learning attitudes and behaviours, it was concluded that students were likely to view themselves as responsible learners in a way that reflects their understandings of the concept. It was concluded that this research has important implications for all stakeholders in education. Although this study makes a major contribution to defining and describing responsibility for learning, it is evident that a lack of consensus in understanding between key stakeholders groups (i.e., researchers, educators and students) still exists. The divergence of outlook between students and various elements of the literature reinforces the need for further research to be conducted to determine the relative acceptance of behavioural compliance (and/or prudence) in the classroom versus personal control and accountability with respect to learning. It is also argued that such work would be integral to educators having a clear and unambiguous understanding of responsibility for learning so that the enhancement of this quality in students may take place in classrooms of the future.