Syftet med detta självständiga arbete är att undersöka hur musikpedagoger på kulturskolan beskriver sin syn på vad och hur eleverna motiveras i undervisningen. Undersökningen genomfördes utifrån en kvalitativ forskningsmetod med intervjuer med fyra kulturskolelärare med olika instrumentinriktningar. Det insamlade materialet tolkades utifrån ett teoretiskt perspektiv grundat i self-determination theory (SDT) med förankring i de grundläggande behov som teorin formulerar som nödvändiga för att motivation ska uppstå. Studiens resultat visar att lärarna i sina beskrivningar av motivation i undervisningen betonar vikten av att eleverna känner social tillhörighet samt ges personligt inflytande på lektionsmaterial och uppmuntran till ett stärkande av tillit till sin egen förmåga.

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Public school physical educators have the opportunity to help students understand the importance of engaging in regular physical activity in order to combat America's obesity problem. However, students are often unmotivated to participate in their physical education classes. Providing students with an autonomy supportive environment increases intrinsic motivation. Self-determination theory states that higher levels of intrinsic motivation should lead to an increase in behavior, or higher activity levels in a physical education class. This study examined (a) the effects of increased autonomy on self-determination, and (b) the effects of increased autonomy on physical activity levels. Seventh and eighth grade girls (n = 122) in four classes participated in two fitness units (one allowing choice of activities, the other no choice). The 14-item abridged Situational Motivation Scale (SIMS) was administered pre and post each unit. Pedometers were used to measure step counts during both units. Results of the SIMS data showed there was a significant difference in motivation between the trials for all students, and between the groups (pre and post) during the second unit. There was no significant difference in step counts for all students between Unit 1 and Unit 2, and no difference between groups. The results revealed that increased autonomy in activity selection increases student self-determination, and therefore, should be implemented into the physical education curriculum. To truly determine the relationship between increased autonomy and activity levels, students need to be in an environment where they can be responsible for their own behavior, and where they can choose how much effort they are willing to put into the activities they have chosen.

Volunteering has been demonstrated to increase various outcomes of health and well-being. However, it has not been utilized as a therapeutic tool for transitional aged youth (TAY), who demonstrate disparate outcomes in various areas of health and well-being. The author hypothesizes that engaging in volunteering with application of the “8 C’s” framework will lead to improved well-being and empowerment. The author designed We Rise by Lifting Others (WRBLO), a nine-week program to engage TAY in volunteering while incorporating opportunities to experience the “8 C’s”: Control, Choice, Confidence, feeling Capable, Connection, Community, being Cared for by others, and Caring for others. In addition to the “8 C’s”, key components of WRBLO include participating in a weekly volunteer project, virtual group meetings, peer and mentor support from others with lived experience in the foster care system, and opportunities for skill building. This innovative program aims to increase well-being and empowerment outcomes for TAY and provide evidence that volunteering can be an effective tool for marginalized communities.

Motivation and goal-setting are important concepts in athletics and sport and exercise psychology. However, little research has compared motivation and goal-setting by gender. The self-determination theory was used and the purpose of this study was to determine if there is a difference between male and female athletes when looking at amotivation, external regulation, identified regulation, intrinsic motivation, and goal-setting. One hundred and six student-athletes (fifty one males and fifty five females) from a Division I college in Virginia participated in the study. These student-athletes compete in either cross country (n= 7), track (n = 16), field (n= 16), track and cross country (n= 8), track and field (n= 2), track, field and cross country (n= 2), swimming (n= 47), or diving (n= 8). The student-athletes completed two instruments; the Situational Motivation Scale (SIMS) and a goal-setting questionnaire. The results revealed that there was a significant difference between gender and question number two of the Situational Motivation Scale (“because I’m doing it for my own good.”) There was no significant difference when comparing gender to amotivation, external regulation, identified regulation, and intrinsic motivation. There was no significant finding between gender and the use of goal-setting. Lastly, a significant difference was found on number twelve of the goal-setting questionnaire (“I believe setting goals helps improve my performance”) based on year in college. In conclusion, there were no significant differences found between male and female athletes when looking at amotivation, external regulation, and intrinsic motivation. Significance was found on one identified regulation question. Females reported that they are participating in the sport –for their own good– more than males. There were no significant differences found between male and female athletes when looking at goal-setting. / Ph. D.

During the COVID-19 pandemic many researchers noted changes in exercise, physical activity, and sports behaviors. The current study attempts to identify aspects of motivation for physical activity, exercise, and sport for students in two countries, the USA and Hungary. The current study used the Sports Motivation Scale II to measure students’ motivation based on the Self-Determination Theory. Results indicated that students in the USA were more motivated for exercise, physical activity, and sport during the COVID-19 pandemic than were their Hungarian counterparts. Students in the United States scored higher (MUS = 17.88) in overall motivation than their Hungarian counterparts (MHungary = −11.57) (F(1,413) = 1290.764, p < 0.001). No other significant differences were identified. These differences could have been due to the differences in types of universities. Perhaps students in Hungary experienced different influences by being enrolled at a university that specializes in sport.

För att uppfylla studiens syfte, att utforska och fördjupa förståelsen för backstagearbetares arbetslivssituation och de underliggande drivkrafterna som motiverar dem till arbete, har 11 personer yrkesverksamma i den svenska livemusikbranschen intervjuats. Deras tankar presenteras i form av arbetslivsberättelser som analyseras med hjälp av Self-Determination Theory. Resultatet visar att behoven av autonomi, kompetens och samhörighet till hög grad tillfredsställs och att det motiverar backstagearbetare till arbete i livemusikbranschen. Studien visar också att autonomi är kopplat till evenemang som överensstämmer med personliga värderingar, att kompetensen används för intressen på samhälls- och individnivå, samt att samhörighet för backstagearbetare består av två delbehov: att uppfylla det egna behovet samt att bidra till att andras behov av samhörighet tillfredsställs. / To accomplish the main goal of this study, exploring and deepening the understanding of what motivates individuals to work backstage in the live sector of the Swedish music industry, we conducted 11 interviews with professionals within the live music industry. Their thoughts are presented in work life stories that we analyze using the Self-Determination Theory. The results indicate that the needs for autonomy, competence and relatedness are satisfied, contributing to work-related motivation in the live music industry. The study also reveals that autonomy is linked to events aligning with personal values, competence contributes to both societal and individual interests, and relatedness within the live music industry are based on two components: to satisfy one's own need of relatedness and contributing to the satisfaction of others' need of relatedness.

Studiens syfte var att undersöka relationen mellan arbetsbelastning och arbetstillfredsställelse, samt om och i så fall hur denna relation modereras utifrån upplevd autonomi, kompetens och samhörighet i arbetet. Målgruppen var tjänstemän som rekryterades dels via sociala medier och dels via en stor svensk IT-organisation. För att undersöka relationen mellan arbetsbelastning och arbetstillfredsställelse genomfördes en korrelationsanalys. Studiens tre hypoteser testades genom tre modereringsanalyser med varje psykologiskt behov som moderator. Resultaten visade inget signifikant samband mellan arbetsbelastning och arbetstillfredsställelse och inte heller för modereringsanalyserna. Det fanns därmed inte heller något stöd för hypoteserna och mer detaljerade tolkningar görs i diskussionen

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Syftet med föreliggande magisteruppsats är att synliggöra vilka erfarenheter lärare som undervisar matematik i årskurs 3–6 i grundskolan har av sin egen betydelse som motivationsskapare för elevers lärande, samt vilka olika strategier lärarna beskriver för att stimulera elevers motivation i matematikundervisning. Givet studiens syfte och frågeställningar om uppfattningar bland grundskollärare, följer denna studie den kvalitativa forskningstraditionen. Sex grundskollärare från tre olika skolor i södra Sverige har intervjuats om deras syn på sitt arbete med att stimulera elevers motivation att lära sig i matematikundervisning. Semistrukturerade intervjuer valdes som undersökningsmetod eftersom denna metod gör det möjligt för deltagarna att berätta om sina erfarenheter och uppfattningar samtidigt som det är möjligt att styra och anpassa intervjun. Teoretiskt används fenomenografi och Self-determination theory för analys av studiens empiriska material. Denna teori redogör för hur motivation skapas och hur lärarens arbete har en påverkan på elevers motivation. De resultat jag fann visar att lärare erfar att de utgör en avgörande motivationsfaktor som spelar en viktig roll för att gynna elevers lärande i matematikundervisning. Denna studie visar också att relation elev-elev har en betydande roll för elevers lärande och motivation i matematikämnet. Även samarbete och gemenskap är något som lärarna upplever ökar elevers lärande och motivation i matematikundervisning. Slutligen dras slutsatsen att lärare behöver mer kunskap om motivation för att bättre kunna kalibrera de strategier de använder, speciellt med tanke på relevansstrukturer mellan eleverna och lärandeobjektet.