This is an exploratory study of the Situational Theory of Problem Solving applied to the context of climate change communication. Selective exposure to politically slanted media is explored as a referent criterion and framing effects are also tested. Relationships between consumption of media characterized as conservative or liberal with referent criterion, Situational Motivation in Problem Solving, problem recognition, involvement recognition, and constraint recognition are tested.

Denna studie har undersökt fysisk aktivitet och sambandet med motivation enligt Self-determination Theory (SDT). Fysisk aktivitet baserades på Socialstyrelsen och Gymnastik & Idrottshögskolans frågor om träning, vardagsmotion och stillasittande. Self-determination Theory som först utvecklades av Ryan och Deci (1985), definieras med motivationstyperna yttre, introjektiv, identifierad, inre och existentialistisk motivation i studien.  I den första studien svarade deltagarna på frågor om sin fysiska aktivitet under en vecka. Därefter följde frågan ”Varför studerar du?” och påståenden utifrån SDT motivationstyper. Studie II har exakt samma konstruktion förutom att den andra frågan var ”Varför arbetar du?”. Existentialistisk motivation är nyutvecklad och erhöll empiriskt underlag för att vara berättigad som motivationstyp inom SDT. Både studie I och studie II gav ett signifikant negativt samband mellan rörelse och yttre motivation. Ingen av studierna gav samband mellan fysisk aktivitet och motivation i studier och arbete. / This study examined physical activity and the relationship with motivation according to self-determination theory (SDT). Physical activity was based on Socialstyrelsen and Gymnastik & Idrottshögskolans questions about exercise, both everyday and sedentary. SDT, first developed by Ryan och Deci (1985), is defined by various types of motivation.These are external, introjected, identified, intrinsic and existential motivation. In the first study, the participants answered questions about their physical activity during a week. This was followed by the question "Why are you studying?" and a number of statements based on SDT motivation types. The second study had exactly the same construction other than the second question which was "Why do you work?". Existential motivation is a newly developed concept and has received empirical evidence, justifying its inclusion as a type of motivation within SDT. Both the first and second study show a significant negative correlation between movement and external motivation. None of the studies show a correlation between physical activity and motivation in studies and work.

The purposes of this study were to (1) examine the effects of criterion-referenced (i.e., Programmed Practice Sheet or PPS) and norm-referenced (i.e., standardized) skill assessments on the situational motivation of junior high school physical education students (N = 507), (2) determine if student task and ego dispositions could be affected by the type of skill assessment administered, and (3) determine if having choices of skill level affects student situational motivation and perception of autonomy support. Student situational motivation, task and ego disposition, and sense of autonomy were assessed using the Situational Motivation Scale (SIMS), Perception of Success Questionnaire (POSQ), and the Self-Regulation Questionnaire-Autonomy (SRQ-A). Results revealed significant differences between the criterion-referenced/choice Group 4 and the norm-referenced/no choice Group 1 as follows: Group 4 (a) had a greater sense of identified regulation, (b) had a lesser sense of external control, and (c) was less amotivated than Group 1. Significant gender by group interactions were found, thus indicating that girls were more affected by test type than boys. Girls in Group 4 (a) felt a lesser sense of external regulation, (b) had a greater sense of identified regulation, and (c) were more intrinsically motivated than girls in Group 1. Also, girls in Group 4 (a) felt a greater sense of identified regulation and (b) were more intrinsically motivated than girls in the norm-referenced/choice Group 2. These findings provide some evidence that using criterion-referenced skill assessments, like the PPS, and offering choices of skill level may enhance student situational motivation during skill assessment. No significant differences were found in student task and ego disposition and perception of autonomy support.

The traditional definition of tourism has been transformed by significant advancements in communication and information technology. The concept of Metaverse, derived from the words "meta" (meaning beyond) and "verse" (meaning universe), has redefined how people experience travel. This innovative concept combines virtual reality, augmented reality, and artificial intelligence to create virtually augmented spaces. However, the tourism industry should clarify and narrow down the definition of Metaverse and its intriguing concept for its successful adoption in the future. Thus, it is crucial to define Metaverse tourism and understand how users will accept it in the near future. This study aims to comprehend the technology behind Metaverse tourism, review current research on the topic, and identify the critical factors related to experiential Metaverse tourism. The paper also examines how computer self-efficacy, novelty seeking, subjective norm, job relevance, perceived usefulness, perceived ease of use, and perceived enjoyment can influence expected user satisfaction and behavioral intention, given the context of situational motivation. The findings have significant implications for theory and management, addressing various questions related to users' perceptions, expectations, design considerations, stakeholder preparations, and performance assessment of metaverse technology in tourism applications.