Syftet med föreliggande studie är att utforska vad några sångelever på estetiskt program på gymnasiet anser motiverar dem under sånglektionerna. Metoden som använts är kvalitativa, halvstrukturerade intervjuer. Fyra gymnasieelever vid det estetiska programmet har intervjuats om deras motivation relaterat till de sånglektioner de får på respektive skola. Det teoretiska perspektivet som studien baseras på är ett motivationspsykologiskt perspektiv. I resultatet presenteras temat Att känna sig ”bra” som summerar informanternas berättelser om den ökade motivation de upplever då de känner sig bra på att sjunga. Ett annat tydligt tema som trädde fram i intervjuerna var sånglärarens påverkan på informanternas motivation, vilket presenteras i avsnittet Genuin lärar- elevrelation. I avsnittet Individualiserad lektionsform belyses informanternas åsikter kring vikten av individanpassade sånglektioner för att motivation ska kunna uppstå hos dem. Att arbeta mot mål tar upp informanternas samlade tankar om hur mål kan bidra till motivation. I diskussionsavsnittet diskuteras vad som motiverar sångelever under sånglektioner utifrån motivationspsykologiska aspekter med fokus på Att förklara framgång med förmåga, Positiv respons, Autonomi, och Individualiserande kommunikation. Avslutningsvis reflekterar jag över om en god lärar- elevrelation förenklar individualisering av sånglektioner och på så sätt ökar sångelevers motivation. / The purpose of this study is to investigate what motivates a small group of student singers during singing lessons in an Art High School programme. The method used is qualitative semi-structured interviews. High school students were interviewed individually about their motivation, in specific relation to the singing lessons they attended at their schools. The data is analysed from a motivational psychology perspective. In the result chapter the theme To “feel good” is presented, which summarizes the participant stories about the increasing motivation they experience when they feel good when singing. Another clear theme that emerged in the semi-structured interviews was singing teacher’s impact on the motivation of the participants, which is presented in the section Genuine teacher- student relationship. The results also give an insight into the importance of Individualised lessons and Working towards goals as a key influence on student motivation. The discussion focus on what motivates singing student during the singing lessons in relation to motivational psychology aspects, with a focus on Explaining success with capacity, Positive feedback, Autonomy and Individualizing communication. Finally this study analyses the correlation between student/teacher relationship, individualised singing lessons and student motivation.

abstract: This dissertation explores the role of smart home service provisions (SHSP) as motivational agents supporting goal attainment and human flourishing. Evoking human flourishing as a lens for interaction encapsulates issues of wellbeing, adaptation and problem solving within the context of social interaction. To investigate this line of research a new, motivation-sensitive approach to design was implemented. This approach combined psychometric analysis from motivational psychology's Personal Project Analysis (PPA) and Place Attachment theory's Sense of Place (SoP) analysis to produce project-centered motivational models for environmental congruence. Regression analysis of surveys collected from 150 (n = 150) young adults about their homes revealed PPA motivational dimensions had significant main affects on all three SoP factors. Model one indicated PPA dimensions Fearful and Value Congruency predicted the SoP factor Place Attachment (p = 0.012). Model two indicated the PPA factor Positive Affect and PPA dimensions Value Congruency, Self Identity and Autonomy predicted Place Identity (p = .0003). Model three indicated PPA dimensions Difficulty and Likelihood of Success predicted the SoP factor Place Dependency. The relationships between motivational PPA dimensions and SoP demonstrated in these models informed creation of a set of motivational design heuristics. These heuristics guided 20 participants (n = 20) through co-design of paper prototypes of SHSPs supporting goal attainment and human flourishing. Normative analysis of these paper prototypes fashioned a design framework consisting of the use cases "make with me", "keep me on task" and "improve myself"; the four design principles "time and timing", "guidance and accountability", "project ambiguity" and "positivity mechanisms"; and the seven interaction models "structuring time", "prompt user", "gather resources", "consume content", "create content", "restrict and/or restore access to content" and "share content". This design framework described and evaluated three technology probes installed in the homes of three participants (n = 3) for field-testing over the course of one week. A priori and post priori samples of psychometric measures were inconclusive in determining if SHSP motivated goal attainment or increased environmental congruency between young adults and their homes. / Dissertation/Thesis / Ph.D. Design 2013