Pavel Palička - Use of Modern Technologies in Physical Education at Schools Abstract Problem: The use of digital technologies in education is one of the possibilities how to support the pupils' motivation. Physical education (PE) offers a variable environment where various types of actual wearable technology (smart phone, tablet etc.) can be used. No integrated overview of possibilities and practical recommendations for the use of available digital technologies (DT) in physical education has been published. There is also lack of research results measuring impact of their use on everyday school practice. Hypothesis: It was hypothesized that pupils who receive innovated experimental education programme using digital technologies will have better relationship to PE and greater intrinsic motivation to exercise. Objective: The purpose of this study was to identify changes in intrinsic motivation and relationship to physical activity in physical education triggered by an experimental DT- involving education programme. Methods: The research was carried out in form of a quasi-experiment conducted in physical education lessons in school years 6-9. The research sample (N=237) consisted of two groups. A group of 119 pupils in experimental lessons was compared with a control group of 118 pupils who went through...

The main objective of this thesis is to verify the relationship of the contextually specific motivation in sport to a global self-esteem and possible mediation effects of the physical self-perceptions in this relationship. To achieve this objective six individual studies were conducted. First, we focused on the translation of diagnostic instruments: the Sport Motivation Scale (SMS; Pelletier et al., 1995) and the Social Physique Anxiety Scale (SPAS; Hart, Leary, Rejeski, 1989) into the Czech language. Next, the validity and reliability of the scores obtained by Czech versions of the instruments were examined. Based on the results of the structural equation modeling and using a known-difference evidence validity approach we concluded that both translated instruments may be useful as a valid and reliable diagnostic tools for measuring different kinds of motivation in sport (SMS) and negative physical self-perception (social physical anxiety - SPAS). Using structural equation modeling, we also concluded that different types of motivation in sport (which vary in degree of relative autonomy of the subject) affect specific self-esteem associated with the body, as well as the evaluation of one's self at the global level. Relationship of the sport motivation and the global self-esteem was largely mediated...

This thesis explores what motivates women in a leadership position, in a sales role and in the technology industry. The field lacks previous research on this specific subject. Using one need-based and one process-based work motivation theory, the study aims to identify and map motivational factors that are regarded by women. A holistic conceptualization of work motivation and prominent research is presented. Implications for motivation are researched with a theoretical approach that integrates Herzberg’s hygiene-motivator factor theory and Vroom’s expectancy theory. The study uses abductive reasoning with a qualitative research strategy. Empirical evidence is primarily gathered by semi-structured interviews. 10 women in tech sales working for Nordic branches of various companies were interviewed. Pattern matching and thematic analysis generated a number of aggregated themes consistent in having a contribution to motivation: the role and work tasks, inner motivation, the organization and lastly, the people and relationships. The study both conforms to and adds new layers to the theoretical framework, and further concludes a number of important motivational factors for the women. The result shows that both hygiene and motivator-factors have the potential to impact the rational process leading to motivation, thus the components in the expectancy theory.

Game design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games. Achievements and narrative are two such components. They have been examined within gamified systems, but little research has studied them within the context of a serious game. The interactions between such elements and other game elements could produce results that diverge from the results of their use in isolation of a complete gaming framework. This dissertation selectively incorporates or excludes narrative and achievements within a two-dimensional platformer serious game to understand their impact on learning, flow, engagement, narrative transportation, and intrinsic motivation. Conditions are examined individually as well as in a combined condition. A control condition is maintained for comparison. Results indicate that narrative and achievements were not effective in improving the effectiveness of the game. Potential causes are discussed in tandem with the implications for the design and integration within a gaming framework. While the manipulations did not improve effectiveness, the game was responsible for substantially increased knowledge acquisition, as determined by pre and posttest results.

The academic career path for tenure track faculty in most four-year universities in the United States allows those who earn tenure to make an individual choice about whether to pursue promotion to the rank of full professor. Limited research exists on the intrinsic motivators that individuals possess and draw upon to push past obstacles or challenges they encounter along their academic career journey. This study explored the role of intrinsic motivation in the decision of tenured associate professors to pursue promotion to full professor. Using a basic qualitative research design, this inquiry involved two in-depth interviews each with seven participants. Data analysis followed a thematic approach to make meaning of the participants’ thoughts and elicit findings guided by the research questions and the framework of career motivation theory encompassing three constructs: career resilience, career insight, and career identity. The findings from this study show both intrinsic motivations and external influences that are at play in the career decision process and illustrate how the tenured university professor’s career is a journey rife with obstacles that intrinsic motivation alone is insufficient to navigate. The implications of this study suggest ways to better support tenured faculty who aspire to promotion to full professor and offers advice for faculty who find themselves pondering this career decision with limited guideposts to direct them.

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Det som ska undersökas i denna fallstudie är ifall visualisering av studerad tid kan öka motivationen hos en högskolestudent att studera på högskola. I denna uppsats definieras studietillfällen som schemalagda föreläsningar och övningar, eller självorganiserade studiepass. Kopplingen mellan motivation och visualisering av tid lagt på träning i gym har tidigare undersökts. Vi bygger vidare på det och undersöker ifall det finns ett liknande samband med mängden tid nedlagd på studier och motivationen att studera vid högre utbildning. Frågan är av intresse för främst utvecklare av lärplattformar, då ifall att fallstudiens resultat skulle tyda på att visualisering av tid nedlagt på studier orsakar en ökad motivation skulle det vara värdefullt att implementera i lärplattformar. Vidare, är frågan av intresse för studenter eftersom det skulle kunna öka deras studiemotivation. Fallstudien inleddes med att 28 studenters motivation mättes, för att få fram ett referensvärde. Därefter fick studenterna under en tvåveckorsperiod dagligen logga den tid de lagt på studier. Utöver det fick studenterna dagliga uppdateringar med stapeldiagram som visuellt representerade den loggade tid de dagligen lade ner på sina studier. Därefter mättes deras motivation återigen, som sedan jämfördes med den inledande mätningen. Resultatet visade att det fanns en signifikant skillnad i två av de sju motivationsskalorna i “Academic Motivational Scale”, den inre motivationen att prestera och den yttre introjicerade motivationen. Detta styrker tidigare studier som visat en koppling mellan visualisering av en elevs nedlagda tid på avklarade moment och elevens prestation i skolan. / This case study aims to examine if a visualization of undergraduate students’ learning sessions can increase their motivation to study. Previous studies have shown that there is a correlation between motivation and visualization of time spent on, for example, training in gyms. Consequently, this case study aims to expand on this subject and examine if there is a similar correlation in time spent on studying and the motivation to study in higher educational settings. This question is mainly of interest for developers of learning management systems, such as online course platforms, since if the case study results show that there is an increase in motivation caused by a visualization of time spent studying it would be of value to implement in their learning management systems. Furthermore, this question is of interest for students since it could increase their motivation to study. The case study was initialised by measuring and evaluating 28 undergraduate students’ motivation, to calculate a reference value. The students were then asked to log their study sessions each day and they were given daily updates based on their loggings of their time spent studying during two weeks, with visual bar charts. The case study finished by re-evaluating the motivation of the students and comparing it to the initial measurement. The results showed that there was a significant difference in 2 of the 7 motivational categories of the employed “Academic Motivational Scale”, namely the intrinsic motivation towards accomplishment, and the extrinsic introjected motivation. This further validates previous studies which shows a connection between visualising a students total time spent on accomplished course modules.

This thesis is composed of two essays that study behavioral economics to motivate health-promoting behaviors. The first paper, "Does Nutrition Education Reduce Delay Discounting?," studies delay discounting, or delayed gratification, which is an important research topic because it plays a role in producing numerous health outcomes, such as obesity. It is important to understand how the delay discounting process relates to unhealthy diets. People who discount the value of future outcomes prefer immediate rewards (e.g., enjoyment/taste) even though a larger reward from delaying exists (e.g., good health status). In this paper, we aim to provide evidence over whether nutrition education reduces delay discounting. Our analysis, therefore, provides guidance for designing more effective interventions to help increase overall health. The second paper, "Are We Reaching Those Most In Need?: Motivation Profiles and Willingness-to-Participate," explores the potentially negative psychological spillover effects (i.e., "crowding out" effects), which can complicate incentives' effectiveness because it can make targeted behavior (i.e., the aim to improve one's health) less desirable. To understand this "crowding out" effect, our paper examines how different types of motivations (i.e., intrinsic and extrinsic motivations) influence people's willingness-to-participate in a weight control program with and without incentives. This analysis provides further guidance for designing more effective interventions by considering different recruitment strategies to target different individuals, which can minimize the negative spillover of incentives. / Master of Science

Syfte och frågeställning  Syftet med studien var att undersöka vilken typ av motivation, utifrån självbestämmandeteorin, som människor drivs av gällande träning på gym, och hur detta förhåller sig beroende på träningserfarenhet, kön och ålder. Tre frågeställningar har undersökts, vilka motivationstyper skattas högst hos gymtränande vuxna och föreligger skillnader mellan kön och ålder? Förekommer samband mellan träningserfarenhet och olika motivationstyper? Skiljer sig dessa samband beroende på kön och ålder?  Metod  Studien utgick från en kvantitativ tvärsnittsdesign med en enkätundersökning. Enkäten var indelad i två delar där den första delen bestod av bakgrundsfrågor som inkluderade bland annat frågor om ålder, kön samt fysisk aktivitetsnivå och antal år på gym. I den andra delen används enkäten “The Behavioural Regulation In Exercise Questionnaire" (BREQ-3). Data sammanställdes och analyserades i statistikprogrammet Jamovi.  Resultat  N=389 deltog i studien. Resultaten visade att identifierad- och inre reglering var främst förekommande. Inre reglering var starkast sammankopplat med träningserfarenhet. Kvinnor skattade identifierad reglering högre än män och yngre skattade introjicerad reglering högre medan äldre skattade identifierad reglering högre. Utöver det verkade kön och ålder ha en mindre betydande roll för hur sambanden mellan träningserfarenhet och motivationstyp såg ut.  Slutsats  Den självbestämmande moitvationen ökar med träningsvana. Kön och ålder hade mindre inverkan. Identifierad reglering var den enda motivationstypen som visar samband mellan ålderskillnader och träningserfarenhet. Gymtränade vuxna skattade identiferad reglering och inre reglering högst. Kvinnors morivation styrdes mer av identifierad reglering än män. Hos de yngre skattades introjicerad reglering och intergrerad reglering högre än hos de äldre, som styrs i större utstäckning av identifierad reglering. / Aim:  The aim of the study was to investigate what types of motivation, based on self-determination theory, drive people to exercise at the gym, and how this relates to training experience, gender, and age. Three research questions were investigated, which motivation types are most highly rated by gym-going adults, and are there any differences between genders and ages? Are there any correlations between training experience and different types of motivation? Do these correlations differ depending on gender and age?  Method:  The study used a quantitative cross-sectional design with a survey. The survey was divided into two parts. The first part consisted of background questions, including age, gender, physical activity level, and number of years at the gym. The second part used the "Behavioral Regulation in Exercise Questionnaire" (BREQ-3). Data was collected and analyzed using the Jamovi statistical program.  Results:  N=389 participants took part in the study. The results showed that identified and internal regulation were the most prevalent. Internal regulation was most strongly associated with training experience. Women rated identified regulation higher than men and younger participants rated introjected regulation higher while older participants rated identified regulation higher. In addition, gender and age seemed to have a less significant role in how the relationships between training experience and motivation type looked like.  Conclusion:  Self-determined motivation increases with training experience. Gender and age had a smaller impact. Identified regulation was the only type of motivation that showed a correlation between age differences and training experience. Gym-going adults rated identified regulation and internal regulation the highest. Women's motivation was more driven by identified regulation than men's. Among younger people, introjected regulation and integrated regulation were rated higher than among older people, who were more driven by identified regulation.