My thesis deals with the motivation of younger school aged pupils. The theoretical part contains explanation of the term of motivation, characteristics of a child younger school age, specifics of motivation in education and possible ways of application in teaching. Here I also mention pros and cons of the use of rewards and punishments and typology of the child, which has an impact on the ways and means of motivating pupils. Finally in this part I devote to the motivation (pupils) to movement activities. The empirical part of my thesis is based on theoretical knowledge. I find out performance motivation of pupils using questionnaires for pupils in fifth classes. I used the method of interview to collect data of the frequency and ways of use class teacher motivation during the class. These data I gave in perspective, to find out how teachers' motivation affects performance motivation of pupils.

Syftet med den här studien är att få en inblick i hur verksamma lärare arbetar med att skapa läsmotivation samtidigt som eleverna ska uppfylla kunskapskraven. För att undersöka detta användes kvalitativa intervjuer med sex lärare på två olika skolor.  De arbetssätt och viktiga aspekter som lärarna beskrev var: högläsning, samtal kring böcker, tävlingar, tillgänglighet och tid till att läsa. Svårigheterna de berättar om är avkodningsproblematik, hemförhållanden och valet av bok. De lyfter också sin och föräldrarnas roll som läsande förebilder för eleverna. Resultaten som framkom tyder på att lärarna inte ser kunskapskraven som ett hinder i deras arbete för läsmotivation, samtidigt som de framför vissa problem i och med bedömningen. Arbetssätten kan påverka den inre respektive yttre motivationen på olika sätt. Att motivera eleverna genom tävlingar problematiseras med utgångspunkt i forskningen. / The aim of this study is to gain insight into how teachers work to create motivation to read while simultaneously ensuring that pupils achieve the required knowledge. To investigate this, qualitative interviews were conducted with six teachers at two different schools. The working methods and important aspects that the teachers described were: reading aloud, conversations about books, competitions, accessibility and time for reading. The difficulties they mention are decoding problems, circumstances at home, and the choice of book. They also highlight their own role and that of parents as reading models for the pupils. The results suggest that the teachers do not regard the required knowledge as an obstacle in their work of motivating pupils to read, but they bring up certain problems with assessment. The working methods can affect the inner and the outer motivation in different ways. Motivating the pupils through competitions is problematized on the basis of research.