ABSTRACT Finding ways to improve nutritional and physical activity components with today's adolescents is a significant problem. The obesity epidemic is over 10 years old and little research has been done on successful interventions that motivate today's students using the latest technology. A total of 140 middle school students and four physical education teachers participated in a 4-week study using a newly created application (AFIT app) for supplemental teaching in and out of the classroom. Combining a theoretical framework of Self-Determination and motivating strategies implored in today's mobile technology, significance was found using the PACE (2001) instrument in fruits and vegetable and physical activity psychosocial behaviors. The pretest to posttest for fruits and vegetables revealed a decrease in confidence for behaviors that support meeting recommended daily requirements in eating fruits and vegetables. The pretest to posttest for physical activity highlighted an increase in supporting behaviors for meeting the daily physical activity requirements, and an increase in friend support for meeting those daily physical activity requirements. Intrinsic and extrinsic motivators were incorporated in the app design and the tenets of autonomy, competence, and relatedness were used as adolescent motivators. At the end of the 4-week study, benefits and obstacles were also noted for both teachers and students with recommendations to increase teachers' in-services with regard to the latest technology and troubleshooting procedures. A home survey highlighted the need for more adult education in the household and stressed the importance of family support in both fruits and vegetables and physical activity behaviors.

The purpose of this study was to examine the lived experience of the day-to-day and continuing work motivation of professional counsellors and psychotherapists. A life history methodology was employed to distill discrete motivational factors and to construct broader motivational frameworks. Nine professional mid-career counsellors/psychotherapists (6 women, 3 men, 3 psychologists, 3 social workers, 2 counselling psychologists and 1 privately trained PhD) drawn from private practice (3) and institutional workplaces (6) were given in-depth interviews to delve into the motivational experience occasioned by their work. Employing a series of guided questions each of the research participants were interviewed about the overall experience of the gratifications, satisfactions, and motivations occasioned by their work and discrete motivational experiences in session, in-the moment. Other questions delved into the experience of dissatisfaction and de-motivation, the factors that allowed them to persist in adverse circumstances, changes in their work motivation from the time they first entered the profession, and the effects of their work on their feelings of self-esteem and well-being. Through a grounded theory analysis of the interview transcripts and informed by work motivation theory, the research participants’ observations on their motivational experience were used to construct three models. The first model demonstrated that the overall work motivation of the research participants was generated by the opportunity to simultaneously meet the three universal needs postulated by self-determination theory – autonomy, competence, and relatedness. The second model was based on the phenomenon of privilege experienced by the research participants. In essence, the research participants were motivated to return the gift of intimacy, honour, and trust accorded to them by vulnerable clients in the establishment of the therapeutic bond and alliance, which allowed them to meet their own needs for relatedness and competence and generated feelings of responsibility and obligation to safeguard trust and protect vulnerability. The third model was generated from the research participants’ experience of the process of counselling and psychotherapy, incorporating goal-setting with clients, privilege, in-the-moment experiences of efficacy, and effectance feedback to the realization of proximal goals within the process, which reinforced the motivation to work towards the distal goals of positive outcome. The three models were incorporated into an integrated framework, describing the factors and processes underlying the work motivation, work satisfaction, self-esteem, and well-being of the research participants. The research may be useful for professional counsellors and psychotherapists and the institutions which employ them.

The purpose of this study was to examine the lived experience of the day-to-day and continuing work motivation of professional counsellors and psychotherapists. A life history methodology was employed to distill discrete motivational factors and to construct broader motivational frameworks. Nine professional mid-career counsellors/psychotherapists (6 women, 3 men, 3 psychologists, 3 social workers, 2 counselling psychologists and 1 privately trained PhD) drawn from private practice (3) and institutional workplaces (6) were given in-depth interviews to delve into the motivational experience occasioned by their work. Employing a series of guided questions each of the research participants were interviewed about the overall experience of the gratifications, satisfactions, and motivations occasioned by their work and discrete motivational experiences in session, in-the moment. Other questions delved into the experience of dissatisfaction and de-motivation, the factors that allowed them to persist in adverse circumstances, changes in their work motivation from the time they first entered the profession, and the effects of their work on their feelings of self-esteem and well-being. Through a grounded theory analysis of the interview transcripts and informed by work motivation theory, the research participants’ observations on their motivational experience were used to construct three models. The first model demonstrated that the overall work motivation of the research participants was generated by the opportunity to simultaneously meet the three universal needs postulated by self-determination theory – autonomy, competence, and relatedness. The second model was based on the phenomenon of privilege experienced by the research participants. In essence, the research participants were motivated to return the gift of intimacy, honour, and trust accorded to them by vulnerable clients in the establishment of the therapeutic bond and alliance, which allowed them to meet their own needs for relatedness and competence and generated feelings of responsibility and obligation to safeguard trust and protect vulnerability. The third model was generated from the research participants’ experience of the process of counselling and psychotherapy, incorporating goal-setting with clients, privilege, in-the-moment experiences of efficacy, and effectance feedback to the realization of proximal goals within the process, which reinforced the motivation to work towards the distal goals of positive outcome. The three models were incorporated into an integrated framework, describing the factors and processes underlying the work motivation, work satisfaction, self-esteem, and well-being of the research participants. The research may be useful for professional counsellors and psychotherapists and the institutions which employ them.

The emergence of astrocasting on the Internet offered an opportunity to study the creation of a Social Media site, and determine the influence of the participants’ perception of this leisure activity and their motivation for it. The Night Skies Network was examined under a Social Media theoretical framework. The motivation for astrocasting was studied using the Self-Determination Theory of Motivation, and its perception as a leisure activity using the Serious Leisure Perspective. The methodology used included a focus group that provided a qualitative perspective, and an on-line questionnaire using the Serious Leisure Inventory and Measure and the Leisure Motivation Scale for quantitative data. The results showed that the Night Skies Network did meet the requirements for a Social Media site, that the participants considered astrocasting as a serious leisure activity, and that they were intrinsically motivated towards it, with a strong emphasis on the Intrinsic Motivation to Know.

The Self-Determination Theory (SDT) claims that autonomous motivation is a basic psychological need for all humans across cultures. When this need is met, individuals are predicted to experience well-being. However, it has been argued that autonomous motivation is not a basic need in the Chinese culture due to their philosophical background. Furthermore, commonly used instruments to measure well-being have been criticised for not measuring low arousal positive affect such as “harmony” or “peace of mind” which have been argued to more accurately target well-being for the Chinese population. The aim of this thesis is to give an overview of the psychological and cognitive neuroscientific research relating to intrinsic and extrinsic motivation, well-being and the associated cultural controversy. Additionally, a questionnaire-based study is reported which examine motivation type and well-being of 183 university students in China and in Sweden through self-reported data. The results support the SDT by showing that intrinsic motivation is correlated to well-being for both samples. Furthermore, the Swedish students experienced higher well-being compared to the Chinese students measured by the traditional “western” instruments. However, the Swedish and the Chinese students reported very similar peace of mind. This indicates that the commonly used instruments might not target well-being accurately universally. Limitations of the study and directions of future research is suggested in the discussion.

La santé psychologique des personnes âgées est maintenant une préoccupation majeure. Cette thèse s‘inscrit dans une perspective interculturelle. Elle a pour objectif d‘examiner les déterminants du bien-être psychologique des personnes âgées gabonaises et françaises à travers les facteurs individuels (par exemple, la personnalité et la motivation), les facteurs environnementaux (par exemple, la culture et les relations sociales) et la manière dont la personne âgée interagit avec son environnement social. La théorie d‘autodétermination(Deci et Ryan, 2002) a servi d‘appui, car elle explique comment les buts personnels et les facteurs environnementaux peuvent influencer la satisfaction des besoins psychologiques fondamentaux et le bien-être de la personne, quel que soit son âge.Les résultats ont indiqué que le bien-être psychologique chez les personnes âgées gabonaises et françaises est déterminé par les dimensions de la personnalité, les relations aux autres (soutien social et amour compassionnel) et la motivation extrinsèque (études 1 et 2).Dans l‘étude 3, nous avons validé une échelle de mesure de la satisfaction des besoins psychologiques chez la personne âgée. Enfin, les résultats de l‘étude 4 ont indiqué que le bien-être psychologique est influencé par la culture et la satisfaction des besoins psychologiques fondamentaux. Pour autant, les effets de l‘individualisme et du collectivisme semblent plus significatifs chez les personnes âgées gabonaises.Globalement, ces résultats sont en ligne avec les travaux antérieurs. Ils apportent des connaissances supplémentaires pour ce qui de l‘importance des relations aux autres sur le bien-être psychologique des personnes âgées. De plus, ils soutiennent le point de vue de la théorie d‘autodétermination concernant l‘universalité des besoins psychologiques d‘autonomie, de compétence et d‘appartenance sociale. / Psychological health of older people is now a major concern. This thesis is part of cross-cultural perspective in two countries : Gabon and France. It aims to examine the determinants of the psychological well-being of Gabonese and French older people through individual factors (for example, personality and motivation), environmental factors (forexample, culture and social relations) and how the elderly person interacts with their socialenvironment. The Self-Determination Theory (Deci and Ryan, 2002) served as support, as itexplains how personal goals and environmental factors can influence satisfaction of basicpsychological needs and personal well-being, regardless of their age.The results in studies 1 and 2 indicated that psychological well-being among Gaboneseand French older people is determined by personality dimensions, relationships with others(perceived social support and compassionate love) and extrinsic motivation. In Study 3, wevalidated a scale for measuring the satisfaction of psychological needs in the elderly. Finally, the results of Study 4 indicated that psychological well-being is influenced by culture and the satisfaction of basic psychological needs. However, effects of individualism and collectivismseem more significant among Gabonese older people.Overall, these results are in line with previous studies. It bring additional knowledge regarding the importance of relationships with others on older people psychological wellbeing.Moreover, our results support the self-determination theory perspective concerning the universality of the psychological needs of autonomy, competence and relatedness.

Syftet med denna kvalitativa studie var att undersöka hur socialsekreterare på försörjningsstödsenheter arbetar med klienter som har missbruksproblematik, vilka dilemman som kan uppstå i det arbetet och hur socialsekreterarna hanterar dessa dilemman. I studien genomfördes sex halvstrukturerade intervjuer med informanter från två kommuner. Empirin analyserades utifrån systemteori, professionsetik och självbestämmandeteorin (SDT). Resultatet visade att socialsekreterarna upplevde denna klientgrupp som svårplanerad och svårbedömd då de flesta dörrar i samhället är stängda vid missbruksproblematik. Drogfrihet blir en förutsättning för att komma framåt, vilket blir etiskt och juridiskt problematiskt då behandling bygger på frivillighet. Krav på aktivering från klienten gör att socialsekreterarna slits mellan utredningens kontrollfunktion och det sociala arbetets stödfunktion. Motivation och samverkan med andra aktörer är vägledande för att komma framåt. Vår studie ämnar bidra med teoretisk och praktisk kunskap på fältet avseende arbetet med klienter som erhåller ekonomiskt bistånd och samtidigt har missbruksproblem. / This study aims to investigate economic support carried out by social workers within municipal social services and how they deal with clients who need both economic support and are substance abusers. We made six semi-structured interviews in two municipalities. They were analysed by means of content analysis, system theory and self-determination theory (SDT) and in accordance with professional ethics. Our results show that the social workers face problems in planning and assessment concerning these clients, especially beacuse of social exclusion at the labour market. Leave only one way to re-entrance in society, voluntarily addiction treatment. The social workers are torn between the purpose of control in their investigation and how to support their clients, causing troublesome dilemmas in their profession. These clients are made visible as a vulnerable sub-group of clients in a welfare system built on activity. Motivation and cooperation with other organisations is the key to make change. Our study intends to promote development of both theroretical and practical knowledge in the field.

Esta pesquisa teve o objetivo de investigar a motivação dos professores de música que atuam em escolas de educação básica sob a perspectiva da teoria da autodeterminação. Como objetivos específicos, buscou: construir e testar um instrumento para medir a motivação dos professores de música no ambiente educacional; verificar o tipo de motivação (autônoma ou controlada) percebido pelos professores de música que atuam nas escolas de educação básica na região Sul do Brasil; analisar estatisticamente a motivação do professor em relação às variáveis de contexto; e comparar as motivações dos professores de música em relação ao tempo de atuação docente. O referencial teórico utilizado foi fundamentado na teoria de autodeterminação de Edward Deci e Richard Ryan (2008a, 2008b), que analisa as razões pelas quais os indivíduos se envolvem ou evitam determinadas atividades. Essas razões são evidenciadas pelos diferentes tipos de motivação que podem ser distinguidos de acordo com seu nível de autodeterminação, através da satisfação de três necessidades psicológicas básicas: a necessidade de autonomia, a necessidade de competência e a necessidade de pertencer ou estabelecer vínculos. A pesquisa apresenta uma abordagem quantitativa e utiliza como método o survey interseccional. Para tanto, foi elaborado e validado um instrumento próprio de medida intitulado Escala de Motivação do professor de Música (EMPM), aplicado via internet a uma amostra de 162 professores de música que atuam em escolas de educação básica em instituições estabelecidas nos estados da região Sul do Brasil. Os dados foram analisados por meio da estatística descritiva e também inferencial, através dos seguintes testes: coeficiente alfa de Cronbach, análise fatorial, coeficiente de correlação de Pearson, teste t, teste qui-quadrado e teste exato de Fischer. Os dados revelaram que os professores de música apresentam percepção para a motivação autônoma para o ensino. Em relação às variáveis de contexto, foi detectado que o tipo de instituição (pública e privada) não incide sobre a percepção de motivação dos professores de música. Em comparação ao ciclo de vida profissional, os dados mostram que os professores de música apresentaram um aumento da motivação ao longo dos anos, diferentemente do originalmente proposto pela teoria da autodeterminação. Como resultados, esta pesquisa espera contribuir para a compreensão e o desenvolvimento de estratégias motivacionais que possibilitem a promoção de um ambiente educacional propício para poder fomentar a motivação dos professores de música. / The aim of this research was to investigate, under the Self-determination Theory, the motivation of music teachers that work at primary schools. The specific goals were: to build and to test an instrument to measure the motivation of the music teachers at the educational environment; to verify the kind of motivation (autonomous or controlled) perceived by music teachers that work in primary schools in the Southern region of Brazil; to statistically analyze the motivation of the teachers relating to the context variables; and to compare the motivations of music teachers and the years dedicated to teaching. The theoretical reference was based on the Self-determination Theory of Edward Deci and Richard Ryan (2008a, 2008b), that analyze the reasons why individuals get involved in or avoid certain activities. These reasons are put in evidence by the various kinds of motivation that might be distinguished according to their level of self-determination, through the fulfillment of three basic psychological needs: the need for autonomy, the need for competence and the need for relatedness. The research presents a qualitative approach and uses intersectional survey as its method. For the survey, a measuring instrument was developed and validated by the researcher, called Music Teacher Motivation Scale (MTMS). Via internet, it reached a sample of 162 music teachers from primary schools located in the Southern region of Brazil. Data were analyzed using descriptive and inferential statistics, through the following tests: Cronbach’s alfa coefficient, factor analysis, Pearson’s correlation coefficient, t-test, chi-square test and Fischer’s exact test. Data revealed that music teachers present perception to autonomous motivation for teaching. Concerning the context variables, it was detected that the kind of institution (public or private) does not affect the perception of motivation of the music teachers. Comparing the professional life cycle, data show that music teachers presented an increase on motivation throughout the years, contrary to what was originally suggested by the Self-determination Theory. As a result, this research aims at contributing to the comprehension and development of motivational strategies that that allow the fostering of a proper educational environment to foment the motivation of music teachers.

Esta pesquisa teve como objetivo investigar os valores pessoais presentes e as aspirações futuras de licenciados em música para atuar na área de educação musical. Os valores pessoais e as aspirações futuras são entendidas aqui como metas de atuação profissional e investigadas sob a ótica da Teoria do Conteúdo de Metas que compreende as aspirações e as metas de vida (sejam intrínsecas ou extrínsecas) das pessoas. Nesta teoria acredita-se que as metas tendem a estar relacionadas com a busca de satisfação das necessidades psicológicas básicas do ser humano, que são: competência, autonomia e pertencimento. Sendo assim, o perfil de metas seriam categorias relacionadas a constructos psicológicos como, por exemplo, necessidade de afiliação, autoaceitação, sentimento de comunidade e popularidade. A metodologia utilizada seguiu uma abordagem quantitativa, configurando-se como um Survey baseado na internet. Um estudo piloto foi desenvolvido para testar o design metodológico da pesquisa, bem como validar o instrumento de coleta de dados, desenvolvido para esta investigação. Após a avaliação da Escala, uma coleta de dados foi realizada com licenciados em música de todo o Brasil. A amostra contou com 339 licenciados em música formados a partir do ano de 1998. Os dados foram submetidos a análises estatísticas descritivas e inferenciais, que mostraram que os constructos avaliados possuem um alto valor de confiabilidade, sendo Alpha de Cronbach total igual a 0,88. A Análise Fatorial agrupou os dados em seis componentes principais que representam os constructos estudados. Pelos resultados obtidos é possível afirmar que os valores atuais para atuar na área de educação musical são intrínsecos e representados pelo constructo comunidade. Já as aspirações futuras são representadas por cinco constructos, intrínsecos e extrínsecos, que são: comunidade, afiliação, autoaceitação, sucesso financeiro e popularidade. / This research aimed to investigate the personal values for the present and future aspirations of music teachers to work with music education. Personal values and aspirations are understood here as professional performance targets and investigated from the perspective of Goals Content Theory comprising the aspirations and life goals (whether intrinsic or extrinsic) of people. In this theory it is believed that the goals tend to be related to the search of satisfaction of human basic psychological needs, which are: competence, autonomy and relationship. Thus, the goals would be categorized related to psychological constructs such as, for example, need for affiliation, self-acceptance, sense of community and popularity. The methodology followed a quantitative approach, configured as a Survey based on the internet. A pilot study was conduct to test the methodological research design and validate the data collection instrument, developed for this research. Following evaluation of the scale, the data collection was carried out with music teachers from different regions of Brazil. The sample consisted of 339 undergraduates in music education. The data were submitted to descriptive and inferential statistical analysis, which showed that the constructs have a high value of reliability, and overall Cronbach's Alpha equal to 0,88. The factor analysis grouped the data into six main components that represent the studied constructs. By the results it is clear that the current values to work in music education are intrinsic and represented the construct community. The future aspirations are represented by five constructs, intrinsic and extrinsic, which are: community, affiliation, self-acceptance, financial success and popularity.

Esta pesquisa teve o objetivo de investigar a motivação dos professores de música que atuam em escolas de educação básica sob a perspectiva da teoria da autodeterminação. Como objetivos específicos, buscou: construir e testar um instrumento para medir a motivação dos professores de música no ambiente educacional; verificar o tipo de motivação (autônoma ou controlada) percebido pelos professores de música que atuam nas escolas de educação básica na região Sul do Brasil; analisar estatisticamente a motivação do professor em relação às variáveis de contexto; e comparar as motivações dos professores de música em relação ao tempo de atuação docente. O referencial teórico utilizado foi fundamentado na teoria de autodeterminação de Edward Deci e Richard Ryan (2008a, 2008b), que analisa as razões pelas quais os indivíduos se envolvem ou evitam determinadas atividades. Essas razões são evidenciadas pelos diferentes tipos de motivação que podem ser distinguidos de acordo com seu nível de autodeterminação, através da satisfação de três necessidades psicológicas básicas: a necessidade de autonomia, a necessidade de competência e a necessidade de pertencer ou estabelecer vínculos. A pesquisa apresenta uma abordagem quantitativa e utiliza como método o survey interseccional. Para tanto, foi elaborado e validado um instrumento próprio de medida intitulado Escala de Motivação do professor de Música (EMPM), aplicado via internet a uma amostra de 162 professores de música que atuam em escolas de educação básica em instituições estabelecidas nos estados da região Sul do Brasil. Os dados foram analisados por meio da estatística descritiva e também inferencial, através dos seguintes testes: coeficiente alfa de Cronbach, análise fatorial, coeficiente de correlação de Pearson, teste t, teste qui-quadrado e teste exato de Fischer. Os dados revelaram que os professores de música apresentam percepção para a motivação autônoma para o ensino. Em relação às variáveis de contexto, foi detectado que o tipo de instituição (pública e privada) não incide sobre a percepção de motivação dos professores de música. Em comparação ao ciclo de vida profissional, os dados mostram que os professores de música apresentaram um aumento da motivação ao longo dos anos, diferentemente do originalmente proposto pela teoria da autodeterminação. Como resultados, esta pesquisa espera contribuir para a compreensão e o desenvolvimento de estratégias motivacionais que possibilitem a promoção de um ambiente educacional propício para poder fomentar a motivação dos professores de música. / The aim of this research was to investigate, under the Self-determination Theory, the motivation of music teachers that work at primary schools. The specific goals were: to build and to test an instrument to measure the motivation of the music teachers at the educational environment; to verify the kind of motivation (autonomous or controlled) perceived by music teachers that work in primary schools in the Southern region of Brazil; to statistically analyze the motivation of the teachers relating to the context variables; and to compare the motivations of music teachers and the years dedicated to teaching. The theoretical reference was based on the Self-determination Theory of Edward Deci and Richard Ryan (2008a, 2008b), that analyze the reasons why individuals get involved in or avoid certain activities. These reasons are put in evidence by the various kinds of motivation that might be distinguished according to their level of self-determination, through the fulfillment of three basic psychological needs: the need for autonomy, the need for competence and the need for relatedness. The research presents a qualitative approach and uses intersectional survey as its method. For the survey, a measuring instrument was developed and validated by the researcher, called Music Teacher Motivation Scale (MTMS). Via internet, it reached a sample of 162 music teachers from primary schools located in the Southern region of Brazil. Data were analyzed using descriptive and inferential statistics, through the following tests: Cronbach’s alfa coefficient, factor analysis, Pearson’s correlation coefficient, t-test, chi-square test and Fischer’s exact test. Data revealed that music teachers present perception to autonomous motivation for teaching. Concerning the context variables, it was detected that the kind of institution (public or private) does not affect the perception of motivation of the music teachers. Comparing the professional life cycle, data show that music teachers presented an increase on motivation throughout the years, contrary to what was originally suggested by the Self-determination Theory. As a result, this research aims at contributing to the comprehension and development of motivational strategies that that allow the fostering of a proper educational environment to foment the motivation of music teachers.