Denna studie undersöker hur en övningsplanering kan designas och vilken påverkan en planering har på övningsmotivation. Motivationen till denna studie grundar sig i en försvunnen motivation för övning som jag eftersträvar att finna igen. Studien är baserad på det designteoretiska perspektivet. Materialet till analysen samlades in genom videoobservationer och en loggbok, och analyserades sedan i förhållande till frågeställningar baserade på det designteoretiska perspektivet. Resultatet av studien visade på att jag använder mig av många olika typer av semiotiska resurser i min övning. Den visar även på att en planering påverkar min övning positivt, då jag har en tydligare bild av vad jag ska öva på. / This study examines how planning can be designed and how planning of practice affects practice motivation. The motivation for the study is based on a lost motivation for practice that I strive to find again. The study is based on the design theory perspective. The material for the study was collected through video observations and a journal, and the material was analysed relative to questions based on the design theory perspective. The result of the study shows that I use many different kinds of semiotic resources in my practice. It also shows that planning of my practice affects my practice positively, as I have a clearer view of what I should practice.

Följande självstudie undersöker hur musikalisk övning kan designas i form av tredagarsprojekt som fokuserar på planering, målsättning och färdigställande. Övningen tar sin utgångspunkt i musik från självvald repertoar. Med bakgrund i en obefintlig strukturerad kontext för övning, är syftet med denna studie att förstå hur min övningsmotivation påverkas av övningens struktur och metod. Arbetet utgår från ett designteoretiskt perspektiv på lärande och använder videoinspelning och loggbok som undersökningsmetoder. I resultatet framkommer det hur min designade struktur och metod framkallar starka positiva känslor och övningsstrategier i form av beslutsfattande beteenden, som visar på självreglerat lärande. Det visar också hur jag använder löpande självreflektioner inför kameran som huvudsaklig metod för att skapa ordning under min lärprocess. Också hur jag använder olika digitala verktyg som resurser för att skapa en meningsfull övning, som efter varje tredagarsprojekt utmynnar i en färdigställd produkt. / The following self-study examines how musical practice can be designed in the form of three day projects that focuses on planning, goal-setting and completion. The practice is based on music from a self-chosen repertoire.  With a background in a non-existent structured context for practice, the purpose of this study is to understand how my practice motivation is affected by the structure and method of the practice. The work is based on a design theory perspective on learning and uses video recording and journal as examination methods. The results of the study shows how my designed structure and method induces strongly positive feelings and practice strategies in form of decision making behaviors, which suggests self-regulated learning. It also shows how I use ongoing self-reflections in front of the camera as the main method for creating order during my learning process. Also how I use different digital tools as resources for creating a meaningful practice, which after each three day project results in a finished product.

Whilst there are numerous studies on young people’s engagement in academic study, the internal relationship between young people and academic study is still unclear. This thesis seeks to explain the relation of young people to their academic study, in the context of Brunei Darussalam, through analysing young people’s motive hierarchy. The research is based on the understanding that young people are faced with multiple contradicting demands from the society, which evolve with their developmental age. The contradicting demands generate conflicts for young people as they participate across the different institutional practices in their everyday lives. The research entailed a semi-participatory research approach, which emphasised young people’s lived experiences, from a first-person perspective. Eight (8) young people aged 16-18 years who are studying for their GCE A Level examinations, played roles as both trained Student Researchers, as well as participants in this research. Data were collected from focus group discussions, annotated photo albums (MyAlbum) and a ‘participant self-generated’ questionnaire (MyQuestionnaire). The focus of the data collection was on the young people’s experiences of conflicts with respect to their academic study and the different agendas in their everyday lives. Intermediary tools were developed to focus the data analysis to identify motive-orientations and their relative importance in the construct of the motive hierarchy of a young person. An initial general model of motive hierarchy was developed from this study too. It is a societal demand for young people in late adolescence to be vocational and career oriented. However this study shows the eight (8) young people are also oriented towards other objects, apart from being future oriented. They can still have a dominant motive-orientation towards intimate personal relations, which usually prevails for early adolescence. Two other motive-orientations have also emerged from this study, i.e. the societal value system and self-comfort related. These different motive-orientations of the young people contradict the societal demands and create conflicts for the young people as they participate in and across the practices. These findings are important in informing intervention programmes to improve young people’s engagement in academic study.