Motivation inom skolan är avgörande för elevers lärande. I self- determination theory (SDT) betonas vikten av inre motivation genom autonomi, kompetens och samhörighet. Stöd, höga förväntningar och målsättningar har visats sig ha positiv inverkan på motivation. Syftet med denna undersökning var att studera vad som främjar ungdomars motivation, med utgångspunkt i SDT samt ungdomars och vuxnas perspektiv, utifrån skilda tillvägagångssätt i motivationsarbete. Intervjuer genomfördes med 8 deltagare från en friskola och 8 från en ungdomsverksamhet. Analysen genomfördes i tre steg: gemensamma komponenter, skillnader mellan verksamheterna och i relation till SDT. Resultatet visade på viktiga gemensamma nämnare som individanpassning, lärarstöd samt mål- och utvecklingsfokus. En skillnad som framträdde verksamheterna emellan är huruvida det går att arbeta med höga förväntningar eller om ungdomen bör styra sin process själv. Ett öppet klimat, med stor individanpassning och tillitsfulla relationer, har framkommit vara grundförutsättningar för den inre motivationen.

Individer som utövar någon typ av sport utsätter sig för både psykiskt och fysisk påfrestning. Denna påfrestning kan vara något som stressar individen och måste därför hanteras och bemästras på något sätt.  Syftet med studien var att undersöka vad som motiverar hobby- respektive professionella ryttare, finns det någon skillnad i upplevelsen av motgångar i sin sport mellan hobbyryttare och professionella tävlingsryttare, och om grupperna har olika sätt att bemästra motgångar. Deltagarna var 11 kvinnor, fem professionella ryttare och sex hobbyryttare. Analysen gjordes genom meningskoncentrering, där olika teman utformades efter studiens frågeställningar. Resultatet visade bland annat på att hobbyryttarna använde sig utav undvikande bemästrande strategi i större utsträckning än vad de professionella ryttarna gjorde. Detta skulle kunna bero på att professionella ryttare använde sig mer utav problemfokuserad bemästrandestrategier därför att de hade mer rutin och kunskap inom sporten än hobbyryttarna hade.

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

The benefits that altruistic behaviours, emotional intelligence (EQ) and intrinsic motivation have on organisations are increasingly becoming observable and enticing greater insights into these constructs, especially from the perspective of leaders. Moreover, the increase in the effectiveness of leaders across all of these constructs enables greater employee performance, from both the perspective of leaders and their followers, which results in increased organisational profitability. The primary objective of this research study was to investigate the relationship between the three constructs of altruistic behaviour, EQ and intrinsic motivation amongst leaders in South African organisations. This study also attempted to determine whether intrinsic motivation has a mediating effect on EQ and altruistic behaviours. Moreover, this study wishes to identify demographic differences in terms of the responses to the items related to each of the constructs. The questionnaires employed by this study was administered to leaders (n=136) who currently work in South Africa. Positive and statistically significant relationships were found amongst these constructs, implying that, an increase in one of these constructs will result in an increase in another. However, there was no sufficient evidence in support of mediating effect of intrinsic motivation on EQ and altruistic behaviours. The confirmatory factor analysis was able to validate all three measuring instruments used to assess the constructs from a South African perspective. The present study was unable to identify any demographic differences for the Adapted Self-Report Altruism Scale and Intrinsic Work Motivation Scale and was only able to identify demographic differences by the Schutte Self-report Emotional Intelligence Test as a whole and the perception of emotion scale. The study encountered some limitations. Firstly, the researcher encountered a difficulty in finding appropriate literature on the constructs. Secondly, the study obtained a small sample size (n=136). The reason for this is that the target sample chosen by the researcher, namely leaders in organisations, proved to be a challenging sample because many leaders were not able or willing to complete the questionnaire due to their heavy workload and strict deadlines. Thirdly, given that three measuring instruments were used to gain the data needed for this study, the total number of items came to 136. This could mean that the questionnaire may have been burdensome to complete and it would take approximately 15 minutes to complete. In addition, factors such as biased responses, as well as personal and environmental factors on the part of the respondents all posed limitations to this study in that it may have influenced the responses given by the sample. The results obtained by this study suggests that the higher the level of EQ of leaders, the higher the likelihood that they will be intrinsically motivated and exhibit altruistic behaviour. As explained by exchange theory, if one is conditioned to be “good”, the likelihood of partaking in altruistic behaviour is enhanced (Bar-Tal, 1986). If an organisation creates a culture of altruistically helping others in the workplace and the community, the possibility of creating a “habit” of exhibiting altruistic behaviour could result. The benefits of creating this altruistic culture could be far-reaching. The researcher encourages organisations to measure and identify the level of EQ of their leaders and provide development opportunities should this be lacking. This is because, as identified by Barbuto and Burbach (2006), in order for leaders to achieve support from their followers, it is crucial that they develop a high reliance on their empathy to identify with the feelings and emotions of their followers. It is important to note that the results of this study was analysed in June 2016 and is based only on 136 leaders across some industries of South Africa. It is suggested that the results of this study to be validated in the South African context by additional empirical research that tests the hypothesis identified in this study to ascertain whether the results of the current study can be replicated and applied broadly. It is advised that the study is tested over a longer period, in different industries and across various countries. This is so that increasing value can be added to this field of research.

Magister Commercii (Industrial Psychology) - MCom(IPS) / The purpose of the study was to investigate the relationship between self-efficacy, goal-setting and achievement motivation among students in their final year at a selected university in the Western Cape Province. The sample consisted of 128 final year students who were asked to complete a questionnaire. The questionnaires comprise a section on the biographical information of the participants as well as sections containing the, Academic Self-Efficacy Scale, Achievement Motivation Scale and a Goal Setting Questionnaire. Informed consent was obtained from the various participants and anonymity of participation and confidentiality were ensured. Data was analysed using the Statistical Package for the Social Sciences (SPSS) version 23. The Statistical analyses techniques employed included Item Analysis, Pearson’s Correlation test, Factor Analysis and a Multiple Regression Analysis. The results of the study indicate there is a statistically significant relationship between selfefficacy and goal-setting (Hypothesis 1), self-efficacy and achievement motivation (Hypothesis 2), achievement motivation and goal-setting among students in their final year of study (Hypothesis 3). Furthermore the results indicated that self-efficacy and goal-setting are significant predictors of achievement motivation (Hypothesis 4). These findings indicate that the stronger an individual’s belief in their perceived self-efficacy, the more likely they are to set challenging goals for themselves which may in turn result in a stronger commitment to attaining those goals. In addition, students who are assured in their ability to achieve success in their studies are most likely to possess the need to achieve excellence. Furthermore, results suggest that students who possess the need to achieve excellence or demonstrate higher levels of achievement motivation have the tendency to set more challenging goals than those with lower levels of achievement motivation. / National Research Foundation

The primary objective of this mini-dissertation was to investigate whether a relationship exists between rewards, intrinsic motivation, work engagement among school teachers in South Africa. A further aim was to determine if work engagement has a moderating effect on the relationship between rewards and intrinsic motivation. The researcher further investigated whether demographic differences occurred across the three constructs studied. The study made use of quantitative research to achieve the above-mentioned objectives. The researcher made use of Ulrechs Work Engagement Scales (UWES), Intrinsic Work Motivation Scale (IWMS) and the Organisational Rewards Scale (ORS) to measure the mentioned relationships. The ORS was qualitatively piloted on a sample of primary school teachers in a Non-governmental institution. After refinement, a composite questionnaire was electronically completed by 207 teachers within South Africa. Data analysis was conducted in the form of descriptive and inferential statistics, including Cronbach’s alpha testing, Pearson’s Product Moment Correlations, t-tests, analysis of variance and structural equation modelling. The quantitative findings suggested that rewards lead to higher levels of Work Engagement, which in turn causes higher levels of Intrinsic Motivation. Thus, there was full mediation of rewards onto intrinsic rewards through work engagement From a demographics perspective, practically significant differences were discovered between NGO’s and Government High Schools for Rewards. In addition to these results, age differences were discovered across Work Engagement and job level differences were discovered for Intrinsic Motivation, together with significant correlations between the three constructs. These results theoretically contribute to the validation of the newly developed Intrinsic Work Motivation Scale. Furthermore, the results make a valuable contribution to the field of rewards management for teachers in South Africa.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Robbins and Judge (2013, p. 13) define an organisation as a “consciously coordinated social unit, composed of two or more people, that functions on a relatively continuous basis to achieve a common goal or set of goals.” Since an organisation’s effectiveness is the result of the level of individual and collective employee performance (i.e. teams and organisational units) and their success in attaining these shared goals, organisations have realised the potential of people as a source of competitive advantage (Pfeffer, 1994). The financial services industry has become fiercely competitive and is largely dependent on the collection of individuals working together to create the services that clients demand and are willing to pay for. South Africa has one of the best-developed financial sectors in the world and competition between the four major banks and insurance providers is fierce (Bhorat, Hirsch, Kanbur & Ncube, 2014). Since companies in the financial sector provide more or less the same services, they depend on their workers to transform scarce resources into valued services that clients demand.

Green gamification är en metod som på senare tid använts för att uppmuntra miljövänliga beteenden hos människor. I takt med att ökande avfallsmängder väntas bli ett allt större problem är det av relevans att hitta lösningar för att uppmuntra miljövänliga beteenden. Denna studie har utförts som ett bidrag till forskningsprojektet Samverkan för ett spelifierat miljöhus 2021-2022. Studien undersöker hur spelmekanismerna topplistor, poäng, medaljer och streaks påverkar användarnas inre motivation till att källsortera när de tävlar mot bostadsområden i deras närhet. Genom att jämföra användarnas inställning till olika motivationsfaktorer före och efter intervention av spelifiering ger resultatet en indikation på att spelmekanismerna inte har en märkbar påverkan på användarnas inre motivation, och att vidare forskning inom området kan vara ett bidrag för att lösa problemet med ökande avfallsmängder. / Samverkan för ett spelifierat miljöhus 2021-2022

This study explored the phenomenon of motivation that is experienced by primary school teachers. The research was located within the specific context of a qualitative interpretivist study. A phenomenological research design was used to highlight how teachers understand their lived experiences of the phenomena. Motivation is something that lies within the human condition and that can only be observed through the behaviour of others. The aim was to understand what motivate primary school teachers. A variety of studies about motivation was consulted and the theories of Hertzberg (1959), Vroom (1964, 1995) and Glasser’s Choice Theory (1999) were covered to provide a theoretical lens for the research. Phenomenology focuses on the understanding of a phenomena that is specific to being human and can only be describe and analyse according to the meaning that people give to it. In this qualitative research methodology, I have mainly used the convenience sampling technique to select the participants. Individual interviews were conducted with seven selected participants. Three of the remaining ten participants were selected by means of snowball sampling. The criteria used to choose the participants included Afrikaans and English speaking primary school teachers from three primary schools. The selected participants were teachers aged between 25 and 55 years who were exposed daily to motivation and had to make life choices. Data on how these teachers viewed their situation were collected using phenomenological interviews. The aim of interviewing the teachers personally was to explore their own views of the realities of their lived experiences and how they perceived the world around them. The empirical investigation showed that primary school teachers are currently experience a reasonable level of motivation. Several significant factors that contribute towards the motivation of teachers were identified, namely a positive attitude, faith, passion, job satisfaction and recognition. There were several factors that contribute to the demotivation of teachers, namely the lack of recognition by management or poor managers, inadequate remuneration, poor inter-personal relationships amongst staff members, insufficient resources and a lack of recognition. A variety of studies about motivation was studied and the theories of Hertzberg (1959), Vroom (1964, 1995) and Glasser’s Choice Theory (1999) inter alia will be covered. From the findings of this study, it is clear that different circumstances, needs and wants of individuals have an impact on the motivational levels of teachers and that every individual makes daily choices on how he or she needs to react upon these. / Die doel van hierdie studie is om die verskynsel van motivering wat deur laerskool onderwysers in hulle daaglikse leefwêreld geopenbaar word, te analiseer en te ontleed. Die navorsing is geleë binne die spesifieke konteks van ‘n kwalitatiewe interpretivistiewe studie. ‘n Fenomenologiese navorsingsontwerp is gebruik om te verstaan hoe onderwysers sin van hulle leefwêreld maak en dit interpreteer. Motivering is iets wat binne in die mens lê en wat net waargeneem kan word in die gedrag van die mens. Fenomenologie fokus op die begrip en verstaan van ‘n fenomeen wat eie aan menswees is en daarom net beskryf en verklaar kan word vanuit die betekenisse wat mense daaraan gee. Hermeneutiek word as die ontologiese vertrekpunt gebruik wat gaan oor die wese van die mens. ‘n Fenomenologiese benadering waar ervarings, emosies en gewaarwordinge waarneem word, is as die teoretiese lens vir hierdie studie gebruik om motivering deur die oë van onderwysers te verken. In hierdie kwalitatiewe navorsing maak ek hoofsaaklik van gerieflikheidssteekproef trekking gebruik om die deelnemers te werf. Individuele onderhoude is met sewe geselekteerde deelnemers gevoer. Drie van die 10 deelnemers is deur middel van ‘n sneeubal steekproef trekking gewerf deurdat ek bestaande deelnemers gebruik het om my na nog drie potensiële deelnemers te verwys. Die deelnemers het bestaan uit Engels- en Afrikaanssprekende laerskool onderwysers met ouderdomme wat wissel tussen 25 en 55 jaar. Data is ingesamel deur middel van individuele gesprekke wat met elke deelnemer gevoer is. Die empiriese ondersoek het getoon dat laerskool onderwysers tans ‘n redelike mate van gemotiveerdheid ervaar en dat daar verskeie faktore is wat bydra tot die motivering van onderwysers, naamlik positiewe ingesteldheid, geloof, passie, werkstevredenheid en erkenning. Daar is egter oor faktore wat bydra tot die demotivering van onderwysers naamlik, gebrek aan leierskap, gebrek aan beloning, swak interpersoonlike verhoudinge onder personeel, onvoldoende hulpmiddele en gebrek aan erkenning. Verskeie studies oor motivering is bestudeer en die teorieë van Herzberg (1959), Vroom (1964, 1995) en Glasser se Keuseteorie (1999) sal onder andere hier bespreek word as teoretiese lens van die studie. Uit die teorieë wat bestudeer is, en die data wat ingesamel is, het daar pertinente temas na vore gekom wat moontlik ‘n invloed op die motivering van onderwysers kan uitoefen. Die belangrikste temas dui op die noodsaaklikheid van goeie bestuur, beloning en erkenning deur die leerlinge, religieuse oriëntering, erkenning deur die bestuur van onderwysers, ‘n netjiese en skoon skoolomgewing, voldoende leermiddele, positiewe ingesteldheid en die wil om ‘n verskil in ander se lewens te maak. Uit die bevindinge van hierdie studie blyk dit duidelik dat verskillende omstandighede, begeertes en behoeftes van individue inwerk op die motiveringsvlak van onderwysers en dat elke individu daagliks die keuse maak en besluit hoe hy of sy daarteenoor wil reageer. Die bevindinge bewys ook dat onderwysers graag ‘n verskil in die lewens van hulle leerlinge wil maak. Hierdie studie dui ook moontlikhede aan vir toekomstige navorsing op die gebied van motivering. Op grond van die empiriese studie, word ‘n aantal aanbevelings in Hoofstuk 5 gedoen vir ‘n aantal rolspelers in die daaglikse dramaklas van onderwysers. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted