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I deal with analysis of the original motivational program and introduce new motivational program in scope of needs of big company in my diploma work. Concrete aplication is solved in coooperation with Gala inc.In theoretic part I describe process of motivation and theory of motivation which I choose. I target the characteristic of select company, I describe history and line of products in my practical part. After I done SWOT analysis, I describe development of number of staff very short, organizational structure etc. After I analyzed present situation of motivational program in company from in-house document and from anonymous interrogatory. On the basis of interpretation I proposed new motivational program and measure which improve motivation of staff.

Given the perception that it lacks differentiated study for distinct linguistic varieties under the general discussion of mother tongue tuition, this study is devoted to the Chinese mother tongue education in Sweden. It aims to better understand the motivational issues in the Chinese mother tongue learning for Swedish-Chinese simultaneous bilinguals from the teachers’ perspective. Interview was chosen as the primary fieldwork method to solicit teachers’ understanding and experience on the subject. It is found out that the teachers experience motivation of target students as a multifaceted issue and their strategies stretch over a wide spectrum. The collected empirics are analyzed with the help of linguistic theories of the Chinese language and bilingualism, as well as motivational theories in language learning. It is concluded that the family plays a vital role in the development of bilingualism and that the multiplicity and the morphographic nature of the Chinese language impose extra challenge on Chinese mother tongue teachers and Swedish-Chinese simultaneous bilinguals, at the same time the current general curriculum for mother tongue teaching fails to provide sufficient and relevant guidance to Chinese mother tongue teaching.

The purposes of this investigation were to develop and validate a comprehensive assessment instrument to measure academic self-regulation as a personal trait. The instrument was predicated upon an evidence-based conceptual framework of academic self-regulation which described the interactions between cognitive, motivational, volitional, and environmental variables and learners' activating purposeful goal oriented actions. Seven separate studies which included over 1000 undergraduate and graduate students at a large mid-Atlantic university provided reliability and validity evidence for this instrument. Data analysis included Rasch analysis, item response and item analysis, exploratory factor analysis, correlation analysis comparing the developed instrument with a version of an instrument frequently used in studies of academic self-regulation, multiple regression analysis predicting the scales of the frequently used instrument through the developed instrument, item-total correlations, and Cronbach's alpha for each scale and for the entire questionnaire. Findings included evidence that the model accurately represented academic self-regulation; that the developed instrument was reliable; that the instrument had excellent content, structural, substantive, and criterion validity; and that the instrument appeared to yield useful information about the degree to which learners engaged academic self-regulation skills. While additional validation studies are warranted, three potential applications of this instrument are: to investigate academic self-regulation variables; to design learning environments to promote academic self-regulation; and to assess and assist individual learners develop academic self-regulation skills and dispositions. / Ph. D.