Coronapandemin och den drastiska omställningen till distansarbete har varit källor till oro för många organisationer. Ett vanligt fenomen är att chefer tenderar att söka sig till hårdare styrning under oförutsägbarhet, vilket kan få konsekvenser på anställdas inre motivation och arbetsinsats. Med utgångspunkt i SCARF-modellen och Self-determination theory, ämnar studien undersöka om oförutsägbarheten innebär en hårdare styrning och vad den får för konsekvenser på anställdas inre motivation och arbetsinsats. Utifrån det teoretiska ramverket genomfördes 11 semistrukturerade intervjuer med både chefer och anställda i fyra olika företag, verksamma i olika branscher. Resultatet indikerar på att kravet på uppföljning och rapportering ökar i de företag vars tillvaro varit mer oförutsägbar och förblir oförändrat i de företag vars tillvaro varit mer förutsägbar. Styrningens förväntade negativa inverkan på anställdas inre motivation och arbetsinsats kan inte bekräftas. Resultatet indikerar istället på positiva effekter som förbättrad känsla av produktivitet, ökad tydlighet och struktur.

<p> There is little research that examines differences in perceptions of need-supportive practices between teachers and students. In the current study, three research purposes were (1) to examine variabilities of teacher and student absolute or relative rating gaps in need-supportive practices, (2) to investigate the relations between absolute or relative rating gaps of teacher and student perceived need-supportive practices and student outcomes, and (3) moderating effects on the relations between teacher-student perceptions gaps of need-supportive practices and student outcomes. Participants were 581 5^th and 6^th students and their 29 teachers in Seoul, South Korea. Students completed questionnaires about teacher need-supportive practices, motivation, basic psychological needs (perceived autonomy, competence, and relatedness), and autonomous motivation. Teachers also answered questionnaires about their own need-supportive practices and autonomous motivation. One-way ANOVA and Tukey post-hoc tests were used to examine the variabilities of teacher and student rating gaps of need-supportive practices. Also, hierarchical linear modeling was employed to test the hypothesized models. Student sex and their beginning-of-year achievement were controlled for throughout the analyses.</p><p> The results showed that absolute rating gap for structure was significantly smaller than the absolute rating gaps for both autonomy support and involvement. Also, the relative rating gap for autonomy support was significantly smaller than the relative rating gap for both structure and involvement, but the relative rating gap of involvement was significantly larger than the relative rating gaps for autonomy support and structure. Regarding relations between rating gaps and student outcomes, a smaller teacher-student absolute rating gap for involvement was related to greater student autonomous motivation, and perceived competence and relatedness. Additionally, students with overestimating teachers tended to report lower student autonomous motivation, and low need satisfaction than students with underestimating teachers. Teacher autonomous motivation and teacher experience functioned as moderators.</p><p> The findings revealed the importance of reducing perception gaps between teachers and students about need-supportive practices. In particular, the findings showed the significance of perception gaps about involvement for student outcomes. In addition, the current study indicates the importance of examining both absolute and relative rating gaps between teachers and students.</p><p></p>

The diploma thesis focuses on the topic of motivation for physical activity. Possibilities of increasing motivation by creating optimal conditions for fulfillment of three basic psychological needs, in combination with optimal goal setting process using smartphone apps are discussed. The theoretical part of the thesis is dedicated to the theory of self-determination and its` contribution in context of motivation for physical activity. The thesis also focuses on gamified environment used in the smartphone apps. Gamification elements are suitable for use in goal-setting context, as well as in a pursuit of fulfillment of three basic psychological needs. The research focuses on the use of smartphone apps for goal-setting purposes and influence of the set goals on increasing the average daily number of steps. In the sample of 100 participants, a statistically significant effect of goal on the average number of steps performance was observed during a 28-day period of the study. An influence of different goal difficulty on performance was also questioned, without significant effect on performance to have been found.

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The purpose of the present study was to assess the associations between academic commitment theory (operationalised as meaningful commitment) (Human-Vogel & Rabe, 2015), and self-determination theoretical constructs (operationalised through need support, need satisfaction, autonomous self-regulation and perceived competence) (Deci & Ryan, 2000) in predicting the academic achievement levels of South African Gr 11 and 12 learners. Data was collected on two occasions; participants initially completed a survey and I then obtained their average academic marks. Participants reported average to higher levels of measured constructs and responses on all measurements displayed a normal distribution. I used path analysis to test two hypothesised and several additional models. The results indicated that neither autonomous self-regulation nor meaningful commitment directly predicted academic achievement but that both constructs indirectly predicted academic achievement through basic psychological need satisfaction and perceived competence. Meaningful commitment, furthermore, predicted twice as much variance in need satisfaction as autonomous self-regulation, and was a significant predictor of autonomous motivation. The findings of this study provide some insight into the role of meaning in self-determination theory, as well the organising role of meaningful commitment in self-regulating behavioural choices. These findings may also help educators and policy makers to create learning environments in which learners’ need for meaning and self-determination is supported, so that they can achieve academic success. Methodologically, the present study contributes to the validation of the meaningfulness subscale and the application of self-determination theory instruments in a South African context. / Thesis (PhD)--University of Pretoria, 2017. / Educational Psychology / PhD / Unrestricted

Syftet med undersökningen var att genom kvalitativ metod bidra till forskning inom området motivation. I undersökningen har eleverna fått arbeta med digitala verktyg i samband med skrivande av berättande texter. Undersökningen handlar om att öka kunskapen om hur digitala verktyg kan användas för att motivera eleverna i en årskurs 4 att producera berättande texter av god kvalitet. Undersökningens resultat baseras på kvalitativa intervjuer med elever och lärare i en årskurs 4, samt text-och bildanalys av deras arbeten för att identifiera tecken på motivation, det vill säga om de blivit motiverade att skriva berättande texter när det fått använda dessa digitala verktyg. Undersökningens teoretiska utgångspunkt är ”Self determination theory”, en motivationsteori som utgår ifrån tre grundläggande behov kompetens, autonomi och samhörighet. Dessa tre behoven behöver bli tillgodosedda för att människor ska känna inre motivation. De flesta intervjuade eleverna anser att det varit roligt och motiverande att få förstärka deras berättande texter med hjälp av digitala verktyg. De berättande texter eleverna har skrivit kan betraktas som av god kvalitet och det resultat som framkommit kan användas som underlag för vidare forskning. / The purpose of this study was to contribute with a qualitative method contribute in the area of motivation. In this research the pupils got to work with digital tools when they were writing their narrative stories. The study is about raising awareness about how digital tools can motivate pupils in grade 4 to produce narrative stories of good quality. The results that this study produced could be used for further research. The results of this study is based on qualitative interviews with the pupils and the teacher in grade 4, while also doing a text-and picture analysis of their work to find out if they have gotten motivated to write narrative stories while using this digital tools. The study’s theoretical starting point is “Self determination theory”, a motivational theory that transcends from the three-basic needs competence, autonomy, and solidarity. These three needs to be met for us people to feel inner motivation. In a further analysis from previous research it appears that the pupils do not need to feel inner motivation, even if they are producing texts of good quality. The narrative stories could be considered to be of good quality and most of the interviewed pupils says it is motivating and fun to work with digital tools when they are producing narrative stories.

This dissertation investigated the effects of instructor's self-disclosure using the Facebook social networking online platform on students' motivation types, attitudes, and performance in the course. The participants were 104 beginning French students enrolled in an online French course at a research one university in the southeast U.S. The participants were divided into a Facebook group, where they could access the instructor's Facebook profile throughout the semester, and a control group. Demographic data about the participants were gathered through a background questionnaire. Two instruments were used for determining respectively the types of motivation exhibited by students and their attitudes toward the course and its instructor. An open-ended exit questionnaire provided qualitative data about the participants' experience in the study. The results indicated that participants in the Facebook group experienced a significant shift in motivation type that research has determined as being beneficial for language learning. No such shift occurred in students assigned to the control group. However, there was no significant difference in attitudes toward the course and its instructor between the two groups. Furthermore, there was no significant difference in performance between the two groups. Qualitative data suggests that participants in the Facebook group were more inclined to relate with the instructor whereas participants assigned to the control group were more hermetic to the idea of instructor's self-disclosure through Facebook.

Syfte och frågeställningar  Fitspiration är en ny sociala medie trend som består av bilder, citat, text och råd som syftar till att uppmuntra följarna till fysisk aktivitet och hälsosamma levnadsvanor. I den här studien undersöks eventuella samband mellan konsumering av fitspiration och kroppsuppfattning/utseendeångest hos kvinnor som studerar eller har (inom de senaste två åren) studerat idrott- och folkhälsovetenskap. I samma population undersöks om motivation till fysisk aktivitet skiljer sig mellan de som följer och inte följer fitspiration, samt skillnader beroende på hur ofta innehållet konsumeras. Även den subjektiva påverkan på motivation till fysisk aktivitet hos följare till fitspiration undersöks.  Metod  Deltagarna kontaktades via inlägg i elva facebookgrupper med totalt N=1822  medlemmar som studerar eller har studerat på Gymnastik- och idrottshögskolan (GIH). I inlägget bifogades en webbaserad enkät. Enkäten är en sammanställning av frågor från enkäterna; AAI (Veale et al., 2014), EDE-Q (Fairburn &amp; Beglin, 1994), MPAM-R (Frederick &amp; Ryan, 1993; Ryan et al., 1997) samt några egenkonstruerade frågor. Enkäten samlades in efter en tvåveckorsperiod och datan behandlades i programmet SPSS. Resultat  N=85 kvinnor deltog i studien. Inget signifikant samband mellan konsumeringen av fitspiration och utseendeångest/kroppsuppfattning hittades. Vidare hittades inga signifikanta skillnader i motiv till fysisk aktivitet vid jämförelse mellan de som följer och inte följer fitspiration, samt hur ofta fitspiration konsumeras. En majoritet av de som följer fitspiration uppgav att innehållet motiverar dem till fysisk aktivitet. Slutsats  De icke signifikanta sambanden mellan fitspiration och utseendeångest/kroppsuppfattning går emot slutsatser från tidigare forskning på området. Mer forskning behövs för att kunna klargöra om fitspiration motiverar till fysisk aktivitet samt om det finns skillnader i motiv bakom fysisk aktivitet hos dem som följer jämfört med dem som inte följer fitspiration. / Aim  Fitspiration is a new social media trend that consists of pictures, quotes, text and advice that aims to encourage followers to physical activity and healthy lifestyles. This study examines the possible correlations between consumption of fitspiration and body perception/ appearance anxiety in women who study or have studied sports and public health science. In the same population, we investigate whether motivation for physical activity differs between those who follow and do not follow fitspiration, as well as differences depending on how often you consume the content. The subjective influence on motivation for physical activity in followers of fitspiration is also examined. Method  The participants were contacted via posts in 11 Facebook groups with a total of N=1822 members who study or have studied at GIH. A web-based survey was attached to the post. The survey is a compilation of questions from the surveys; AAI (Veale et al., 2014), EDE-Q (Fairburn &amp; Beglin, 1994), MPAM-R (Frederick &amp; Ryan, 1993; Ryan et al., 1997) and some self-constructed questions. The questionnaire was collected after a two-week period and the data was processed in the program SPSS. Results  N=85 women participated in the study. No significant associations between the consumption of fitspiration and appearance anxiety/ body perception was found. Furthermore, no significant differences were found in motives for physical activity when comparing those who follow and do not follow fitspiration, and how often fitspiration is consumed. A majority of those who follow fitspiration stated that the content motivates them to physical activity. Conclusions  The non significant association between fitspiration and appearance anxiety/body perception goes against conclusions from previous research in the field. More research is needed to be able to clarify whether fitspiration motivates physical activity and whether there are differences in motives behind physical activity whether or not you follow fitspiration.

Caregivers play an integral role in the cancer care system in Canada as they provide unpaid care and support for millions of adults living with and beyond cancer. Although caregiving can be a positive experience for some, assuming a caregiving role can be detrimental to caregivers’ own physical and mental health. Research over the past decade has highlighted the negative impacts of caregiving and called for more efforts focused on improving caregivers’ wellbeing. Most interventions targeting caregivers are largely designed to support them in providing care, with little emphasis placed on specifically promoting self-care behaviours. To address this gap, we designed a brief 4-week self-determination theory-based intervention to improve two self-care behaviours (i.e., physical activity and fruit and vegetable consumption) among cancer caregivers. The primary objective of the mixed-methods research presented in this thesis was to assess the feasibility and acceptability of the intervention. Exploratory objectives included understanding participants’ experiences within the intervention. The single-arm intervention was delivered via four weekly video calls to 13 caregivers (mean age=57.6 [15.4 years]) across Canada. The enrollment rate was 62% and the retention, adherence, and fidelity rates ranged from 90 to 99%. The intervention was generally deemed acceptable by participants; however, modifications such as adding psychological support were suggested. Participants’ experiences participating in the intervention were captured within three themes: (1) (Re)prioritizing self-care behaviours; (2) Finding support for self-care behaviours within the caregiving context; and, (3) Becoming a better caregiver through self-care behaviours. Although promising, modifications to the intervention methods are needed to improve enrolment and better meet caregivers’ needs. This study highlights the importance of self-care behaviours for caregivers and provides valuable information on how to foster these behaviours among this population.