The purpose of this research was to understand educator experiences associated with a lateral career move. Qualitative narrative interviews were conducted with six educators, including four administrators and two teachers, who met specific research participation criteria. Thematic analysis and axial coding were performed on the collected data. A framework based on self-determination theory was used to further interpret the research findings. Research findings included participant accounts related to organizational perceptions, emotional effects, and perceptions of superordinate behaviors, before and after making a lateral move. Participants reported experiences associated with negative wellbeing and thwarting the basic psychological needs satisfaction of autonomy, competence, and relatedness prior to making a lateral move. Participants reported experiences associated with positive wellbeing and supporting the satisfaction of basic psychological needs after making a lateral move. The tenets of self-determination theory were supported. Recommendations for professional practice and future research are included.

The purpose of this study is to use the gamification tool Classcraft in a 5th grade class inorder to see how it affects the students' motivation. More specifically we examined the effectof Classcraft on students’ intrinsic and extrinsic motivation. The self-determination theory is the core of this study. Mixed methods were used for data generation and analysis. The chosen methods were interviews, observations and statistics in Classcraft. We performed a quasiexperiment by dividing the 5th graders into two groups, the control and experimental group. The content of the control and experimental group’s lectures were nearly identical, but while the control group were lectured in an ordinary manner, the experimental group were lectured with Classcraft. Using mixed methods we specifically examined if the two groups differed in the amount of optional tasks that were undertaken. The qualitative data was collected through interviews with participants and observations. Quantitative data was collected through Classcraft where we could see how many students took their time to start the optional tasks. The result of this study showed no noticeable result on the quantitative data while in the qualitative data the students were motivated both intrinsically and extrinsically. / Syftet med denna studie var att undersöka spelifieringsverktyget Classcraft i en årskurs fem för att se hur det påverkar elevernas motivation. Mer specifikt undersökte vi effekten Classcraft hade på elevernas inre och yttre motivation. Self determination teorin är grunden för studien. Mixed methods användes för att generera data och analysera den. Valet av metod bestod av intervjuer och observationer. Vi utförde ett kvasi-experiment genom att dela in klassen som deltog i projektet i två grupper, en kontroll och en experimentgrupp. Kontroll och experimentgruppens lektioner var nästintill identiska. Det som skiljde lektionerna åt var att experimentgruppen fick sin undervisning med Classcraft inkluderat i dom, medan kontrollgruppen hade sin ordinarie undervisning på samma sätt som de undervisats innan projektet påbörjades. Genom att använda mixed methods kunde vi undersöka ifall båda grupperna skiljde sig åt i antalet sidouppdrag som eleverna har valt att göra. Den kvalitativa datan samlades genom intervjuer med elever samt observationer. Den kvantitativa datan samlades genom Classcraft där vi kunde se hur många av eleverna som har valt att påbörja sidouppdragen. Resultatet av denna studie visade inte på något märkbart resultat när man undersöker den kvalitativa datan medan den kvalitativa datan visade på att eleverna kände sig både inre och yttre motiverade.

Nonprofit organization senior leaders conduct business in an increasingly complex and competitive market environment relying on monetary donations to sustain the capacity of their organizations to meet service requirements. The purpose of this single case study was to explore the strategies that nonprofit organization senior leaders used to motivate donors to make monetary donations to their organizations. The target population of the study was 3 senior leaders of a nonprofit organization in the southeastern United States who implemented effective strategies to motivate donors to make monetary donations to their organization. The conceptual framework used for this study was self-determination theory. Data collection for this study consisted of semistructured participant interviews, a review of public and internal organization documentation, and organization performance outcomes. Data for this study were manually coded and thematically organized. The analysis of the data identified relationships, effective communication, active listening, and social media marketing as 4 key themes affecting donors’ motivation to donate to nonprofit organizations. The implications of this study for positive social change include the potential to provide practical strategies that nonprofit organization senior leaders can use to motivate donors to make monetary donations to their organizations, thereby enhancing senior leaders’ capacity to provide critical services to members of the communities in their organizations’ dedicated service areas.

Syfte Studiens övergripande syfte är att undersöka om fotbollstränare för herrlag på elitnivå i Sverige försöker skapa en inre motivation hos sina spelare. Frågeställningar Hur får fotbollstränarna sina spelare att känna autonomi? Hur får fotbollstränarna sina spelar att ska känna sig kompetenta? Hur får fotbollstränarna sina spelare att känna tillhörighet? Metod Fem fotbollstränare på svensk elitnivå på herrsidan valdes ut då de ansågs inneha den erfarenhet och kompetens för att besvara studiens syfte. Dessa fem fotbollstränare intervjuades. Semistrukturerade intervjuer gjordes utifrån en intervjuguide. Intervjuerna spelades in för att sedan transkriberas och analyseras. Resultat Resultatet visade att tränarna fostrar en inre motivationskänsla hos sina spelare men att olika tränarfilosofier gör att de skapar autonomi, kompetens och tillhörighet på olika sätt. Autonomi uppnåddes genom att spelarna fick vara med och sätta individuella mål och bestämma över den individuella träningen. Tränarna utvärderade spelarnas kompetens genom videoanalyser och datastatistik från matcher, individuella samtal och genom feedback. Både individuell feedback och kollektiv feedback.  Genom att skapa en bra och trivsam miljö för spelarna och ett ärligt och rättvist ledarskap försöker tränarna få spelarna att känna en tillhörighet samt genom att resa tillsammans och göra aktiviteter utanför idrotten.  Slutsats Slutsatsen som drogs i denna studie var att tränarna försöker skapa en inre motivation men gör det på olika sätt. Ekonomiska resurser kan sätta vissa gränsen men den största faktorn till att de skapar inre motivation på olika sätt är att de har olika arbetssätt.

Background. Physical activity (PA) in children and youth is a necessary behaviour for health across the lifespan. Play and leisure time PA has also been declared as a right for children under the United Nations Convention on the Rights of the Child. Canadian levels of inactivity are highly concerning, with only 25% of children and youth aged 10-17 meeting national guidelines for PA behaviours in Canada. In 2020, COVID-19 pandemic regulations have additionally reduced the engagement of children and youth with leisure time PA. Rationale. Understanding key theoretical models of motivations and behavioural regulations for PA is necessary to developing appropriate interventions and strategies for targeting inactivity and ultimately changing PA behaviour for a healthier life. There is a gap in the literature regarding motivation for leisure time PA of children and adolescents, based on self-determination theory (SDT), and potential age and gender moderation or mediation. Objective. The purpose of this study was to investigate motivations for PA of children and youth, and any interactions between age and gender, utilizing Organismic Integration theory (OIT), a sub-theory of SDT. Design. The study was a cross-sectional design. Participants. Participants were children and youth aged 11-14 years, living in Canada at the time of questionnaire completion. The questionnaire was distributed from April 2020 to August 2020, and COVID-19 pandemic restrictions were in place during this period. Methods. Motivations and regulations were assessed online using the Behavioural Regulations in Exercise Questionnaire version 3 (BREQ-3) and PA was assessed using the Godin Leisure Time Exercise Questionnaire (LTEQ). Results. Higher levels of PA intensity were correlated with more autonomous forms of regulations and motivation, whereas lower levels of PA intensity were not significantly correlated with more controlled forms of motivation. No BREQ-3 variables predicted PA intensity after controlling for age and gender, therefore mediation analysis was not completed. Gender moderated the relationship between integrated regulation and PA, explaining 7-8% of the variance. Males had significant prediction from integrated regulation (ß= 5.80, p<.01), whereas females did not (ß= 1.34, p=.210). Sub-analyses revealed no BREQ-3 variables significantly predicted different levels of strenuous or moderate PA, yet greater scores of the relative autonomy index (RAI), a general measure of autonomous motivation, predicted higher levels of PA intensity. Conclusion. The study supported some facets of SDT theory. Autonomous forms of motivation correlated with higher levels of PA behaviour, and a generalized measure of autonomous motivation predicted PA intensity levels. However, controlled forms of motivation did not predict lower levels of PA intensity, which is not consistent with theory but somewhat consistent with empirical findings. Gender was the key predictor of PA outcomes, indicating other variables beyond motivation and regulations should be further explored regarding children and youth’s motivations for leisure time PA, in the context of the COVID-19 pandemic. / Graduate / 2022-03-04

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From the perspective of self-determination theory this studyexamines whether affective memories of fictional reading and early reading activities have an impact on the reading motivation in lateradolescence. This studyalso highlightsstudentssuggestions on how teachers can enhance reading motivation.We conducted a survey with studentsin upper secondary school. The results showsome correlations between affective memories and motivation. Studentswith negative memories of reading tend to be more amotivated orhave controlled motivationto read, whilst studentswith positive and neutral memories tend to have more autonomous motivation. The studyalso noticed a difference between reading attitudes,whether the reading takes place in school or in the studentsspare time. The students suggestions on how teachers can motivate them to read are mostly related to (1) their own choice of literature and (2) an accessible wide range of literature that appeals to their interests. Many students also wish for their teachers to engage more in their personal reading interests. Our study has shown that reading as an activity is very complex and that teachers have an opportunity to affect the reading motivation,regardless of what memories the students have

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Arbetet lyfter upp viktiga komponenter hos idrottare gällande deras drivkrafter till att syssla med det dem gör. Varje individ har något som driver dem till att fortsätta med sin idrott, vare sig det är på motionärsnivå eller elitnivå. Arbetet är baserat på self-determination teorin och vi utgår utifrån perspektivet som är bestående av autonomin, samhörighet och kompetens. Det är för att få förståelse över individernas drivkraft och vilken form av motivation som driver de. Under denna studie så intervjuades fyra män med fyra olika bakgrunder samt två olika nivåer bestående av två på motionärsnivå och två på elitnivå inom fotboll. Två av dem utvalda motionärerna spelade i division sex-lag samtidigt universitetsstudier och jobb ingick. Dem två andra var på elitnivå där den ena spelar för stadens lag Malmö FF, och en som spelar fotboll utomlands. Syftet med undersökningen är att studera vad som motiverar både herrelit- och motionärer inom träning och om det finns någon skillnad mellan eliten och dagsmotionären utifrån den självbestämmande teorin (SDT).

Participation in sport has well-documented physical, psychological and social benefits that can lead to positive youth development (c.f., Eime, Young, Harvey, Charity, & Payne, 2013; Hebert, Møller, Andersen, & Wedderkopp, 2015; Vandell, Larson, Mahoney, & Watts, 2015) as well as youths’ thriving (Zarrett & Lerner, 2008). However, evidence continues to demonstrate that the number of sport participants in Canada and Japan continues to decline (Canadian Heritage, 2013, Statistics Canada, 2019; Nippon Junior High School Physical Culture Association, 2017). Such trends indicate the importance of understanding the psychological factors and the mechanisms of the relationships which may be important in determining how to keep young people in sport and optimally functioning. As thriving has been a popular topic in psychology research for two decades (Seligman & Csikszentmihalyi, 2000), recent evidence suggests that the concept of thriving is a positive predictor of desired outcomes such as retention, well-being, and performance (e.g., Porath, Spreitzer, Gibson, & Garnett, 2012; Ren, Yunlu, Shaffer, & Fodchuk, 2015). Self-Determination Theory (Ryan & Deci, 2000, 2017), a well-cited tenet explaining human motivation and function, has concomitantly been utilized to explain the relationship between motivational factors and thriving (Ryan & Deci, 2017; Spreitzer & Porath, 2014). Since motivation is a key element for sport continuation and positive functioning (Roberts, 2012), the current dissertation focused on the investigation of the psychological mechanism underlying youth athletes’ thriving by examining self-determination theory. The overall purpose of this dissertation was to examine the psychological mechanism underlying thriving within a youth sport context. To do so, the current dissertation involved three different studies. Study 1 investigated the mechanism underlying youth athletes’ thriving with specific consideration regarding personal predictable factors and the consequences. Study 2 tested the buffering effect of mental toughness on the negative indirect relationships between basic psychological need thwarting and important outcomes for youth athletes’ positive functioning (intention to continue, subjective well-being in sport, and goal progress) through thriving. Study 3 examined how personal and social factors are related to thriving, in turn associating with important outcome variables of interest. In Study 1, the results revealed that basic psychological need satisfaction are positively associated with intention to continue in sport, subjective well-being in sport, and goal progress through thriving. Furthermore, both hedonic and eudaimonic motives were indirectly related to thriving through basic psychological need satisfaction. Lastly, hedonic and eudaimonic motives were positively related to intention to continue in sport, subjective well-being in sport, and goal progress through basic psychological need satisfaction and thriving. The findings from study 1 contribute to nurturing the body of literature in the self-determination theory by presenting a comprehensive model to enhance the understanding of the underlying mechanisms of thriving within the youth sport context. In addition, hedonic and eudaimonic motives have been rarely applied to the sport context and the youth participants in particular. As motives are more broadly defined than the reasons for behaviors (Cambridge University, 2001), the present study indicated that youth athletes’ motivational orientations (e.g., hedonic seeking or eudaimonic seeking for their sport participation) would have important meanings in their sport participation to increase the experience and thriving and positive functioning. In Study 2, the results demonstrated significant moderating effects of mental toughness on the indirect associations between basic psychological need thwarting and the outcomes through thriving. In other words, the negative impacts of basic psychological need thwarting on important outcomes were weakest for those participants who showed high mental toughness and strongest for the individuals with low mental toughness. The results demonstrated novel findings in that the mediating role of thriving between a motivational factor and outcome variables were moderated by the degree of mental toughness. Lastly, in Study 3, the results demonstrated that the social factors (i.e., autonomy supportiveness of both coaches and parents) were positively related to thriving and intrinsic regulation three months later through increased basic psychological need satisfaction. Additionally, hedonic motives did not predict thriving while eudaimonic motives indirectly predicted thriving and intrinsic regulation through basic psychological need satisfaction. Eudaimonic motives, but not hedonic motives, positively predicted intrinsic motivation three months later through basic psychological need satisfaction. Although previous research demonstrated significant relationships with high degrees of self-determined motivation regulation (e.g., intrinsic regulation) and both hedonic and eudaimonic experience (i.e., Waterman et al., 2008), our research demonstrated only eudaimonic motives were positively related to intrinsic regulation. Furthermore, the study found that hedonic motives did not indirectly predict thriving through basic psychological need satisfaction while eudaimonic motives predicted thriving through basic psychological need satisfaction. Since both social factors were significantly associated with intrinsic regulation and thriving through basic psychological need satisfaction, hedonic motives were not an important predictor of the enhancement in youth athletes’ intrinsic regulation and thriving when comparing with another personal factor (eudaimonic motives) and the social factors (i.e., autonomy supportiveness of coaches and parents). Overall, this thesis provides a greater theoretical understanding of the comprehensive mechanism underlying thriving within a youth sport context by using a theory of motivation. As the dissertation examined both personal and social factors affecting youth thriving, the results provide insight into the ways in which youth can thrive and thus, implications are also drawn for important stakeholders in sport.