Through the use of multiple methodologies and analytical approaches, this dissertation combines (1) sales control; (2) call center service; and (3) motivational theory to extend sales control literature beyond its current state, to consider the conflicting motivational perspectives an inside sales agent has to experience. To achieve this unification, this dissertation consists of three essays intended to: (1) identify the influence of autonomous and controlled motivation on operational sales outcome controls and performance; (2) explore the influence these motivators have on sales controls and sales performance; and, (3) understand the impact of autonomous and controlled motivation on sales agent tenure.

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The purpose of this study is to investigate physical education teachers, from the upper secondary school's, view of martial arts teaching in the subject of physical education. The study also examined physical education teachers' views on challenges and self-strengthening elements that are linked to martial arts teaching in the subject of physical education. The study was carried outwith six semi-structured in-depth interviews with physical education teachers from western. The results showed that a large proportion of the teachers had similar views on the suitability of martial arts in school. Their responses were consistent with previous research on the benefits of martial arts lessons for students. Based on self-strengthening elements and challenges with martial arts, the teachers had different points of view. This was due to the different levels of knowledge in the martial arts.

This thesis explores the distribution of Hexad player types present within game development students currently studying at the University of Skövde. The study isgrounded in self-determination theory and previous player typology studies. Data was gathered through a survey distributed through email and posters to the students at the university. A total of 78 participants were recruited for the survey through that method. The data gathered was analyzed and some differences were made evident between different disciplines. Additionally, the participants' motivations for playing games were explored where trends pointing towards students analyzing games for personal interest was found. However, this would have to be further explored to conclude fully.

Detta examensarbete har, inspirerat av diskursteori, syftat till att fördjupa kunskaper om körmetodik för erfarenhetsmässigt blandade körgrupper. Utgångspunkterna har varit ämnena motivation, frivillig kontra obligatorisk musikundervisning, enskilt och kollektivt musicerande, Self Determination Theory, nivågruppering, gamifiering, skolans roll i samhället, körmetodik, genrer, relationellt arbete och musikens potential till emotionella uttrycksformer, om hur stor vikt det har för unga och vuxna musikutövare. Sex musikgymnasieelever med skilda genreinriktningar och huvudinstrument har intervjuats i två halvstrukturerade gruppintervjuer. Några av samtalsämnena var vad som var mest respektive minst stimulerande i sin obligatoriska körundervisning, och hur eleverna har påverkats som musiker av kören. Resultatet visar på att eleverna har blivit bättre notläsning och gehör, och att de har upplevt undervisningen som musikaliskt givande och lärorik när repertoaren varit stimulerande, repetitionstempot väl avvägt och när repetitioner och konserter har varit roliga att vara med om, på grund av en hög musikalisk nivå. Eleverna har upplevt väntan på andra stämmor som repeterar, ostimulerande repertoar, lektionstid på sena fredagar och för snabbt repetitionstempo i större icke nivågrupperade körgrupper som några av de största problemen. I diskussionen och slutsatserna fastställs, utefter detta examensarbetes omfattning, att ämnesdidaktiskt kompetenta körpedagoger, gott relationellt arbete, nivågruppering, välanpassade repertoarval, inslag av fysisk aktivitet, samt improvisation och komposition är några av verktygen som kan bidra till stärkt motivation och lärande i körsångsundervisning.

How to motivate students effectively is a question teachers have asked for thousands ofyears. In my teaching program at Malmö University, a variety of teaching methods andapproaches, that also increase motivation, have come into focus. These include:teaching at the right level, using a variety of teaching methods, seeing every student,being enthusiastic about the material, using formative evaluation, connecting lessons tostudents’ everyday life, and adapting classes to students’ interests. The aim of this studyis to find out how secondary students in a social science program perceive teachingmethods and approaches aimed at increasing motivation, and determine which methodsthey perceive as most/least effective. The study used both qualitative and quantitativemethods. 23 upper-secondary students from a class at a school in southern Swedenwere interviewed in four focus groups, where participants were purposefully sampled.10 of these students were also asked to complete a questionnaire ranking the teachingmethods and approaches on a scale of 1-7 (where 1 was most effective at increasingmotivation and 7 least effective), and the mean values of these scores were used in theanalysis. A phenomenological approach and content analysis were used to code andanalyze the data. Students perceived all of the motivational methods to be effective, themost effective being teaching lessons at the right level, followed by using a variety ofteaching methods, with mean values of 1.9 and 3.2, respectively. Adapting lessons tostudents’ interests and connecting them to everyday life were the least effective, withmean values of 5.6 and 5.7, respectively. The categories of teachers having a positiveattitude towards the material and the students, and seeing every student, had the samemean value, 3.8, while formative evaluation had a mean value of 3.9. When trying tomotivate students, it would thus appear more effective to make sure that lessons aretaught at the right level and that teachers vary the lessons, than to adapt lessons tostudents’ interests or connect the material to everyday life. While this was a small studyand the findings cannot be generalized to school populations, they are of high interestfor the researcher.

Fewer students apply for and finish the teacher programs in Sweden, and manyteachers leave their job. Swedish schools are in need of more teachers, but theteaching profession is today portrayed as unattractive. This research aims toinvestigate what factors that motivate some students to become teachers and whatfactors that motivate some teachers, ESL teachers in first hand, to work as teachers,mainly in secondary schools in Malmoe. Three secondary teachers who teach ESL inMalmoe were interviewed and expressed their thoughts about the positive aspects ofthe teaching job, why they wanted to become and why they work as ESL teachers, andwhat goals they have in relation to their profession. The research showed that the ESLteachers teach because they feel passionate about the subject they teach and becausethey enjoy working with children and teenagers. They find the job fun and rewarding,and think that it is challenging, especially when working in a city like Malmoe. Itseems as teachers often put the pupils first and do not focus on external rewards, suchas salary. Teacher motivation has an impact on student motivation and it is thereforeimportant that teachers remain motivated within their profession.

Recent literature on parent-child sex communication (PCSC) has identified optimal sex communication as being not only frequent, but also open in quality, and proactive in timing. However, no studies have sought to understand what motivates parents to participate in this type of optimal parent-child sex communication, nor assessed these relationships longitudinally. Using Self-Determination Theory (SDT) to inform the analysis, this study investigated parent characteristics (parent's sexual self-concept and parenting dimensions) that may longitudinally predict optimal PCSC. This study further examined whether parental sex communication efficacy mediated these relationships. The sample included 607 mother-child dyads, and the father-figure when available (mother-father-child triads (n = 363); mother-child dyads (n = 244)). Adolescent children were 12-17 years old (Wave 1 Mage = 14.55, SD = 1.68), White (56%), and cisgender female (51%). Data were collected annually for 3 years. A longitudinal SEM analysis was utilized. Results revealed that parental sex communication efficacy is longitudinally associated with children's reports of optimal sex communication. The discussion will focus on the importance of efficacy in improving parent-child sex communication processes.

Personer födda mellan år 1996 och 2012 tillhör generation Z och det är den generation som nu ska inta arbetsmarknaden. Det är av stor vikt för arbetsgivare att förstå vilka faktorer som personer från generation Z motiveras av för att öka sina möjligheter att attrahera och behålla den nya generationen. Syftet med denna uppsats är därför att undersöka avgörande faktorer vid val av arbete kopplat till arbetsmotivation hos generation Z. Studien utredde även om skillnader mellan män och kvinnor förelåg. En enkätundersökning användes som forskningsmetod och data samlades in genom ett icke-slumpmässigt urval. Totalt deltog 156 kvinnor och 99 män från universitet/högskolor runt om i Sverige som studerar tredje året på ett treårigt ekonomprogram. Enkäten bestod till mestadels av slutna frågor, där huvudfrågan om faktorernas betydelse vid val av arbete skulle besvaras med hjälp av en likertskala. Undersökningen utgick från självbestämmande för att analysera arbetsmotivation utifrån inre och yttre faktorer. Resultatet visade att intressanta och roliga arbetsuppgifter, personlig utveckling och förbättring samt hög lön var de motivationsfaktorer som har störst betydelse för generation Z vid val av arbete. Resultatet visade även att det fanns en skillnad i hur män och kvinnor resonerar kring inre och yttre motivation. En slutsats som kunde dras är att de inre motivationsfaktorerna väger tyngre än de yttre för generation Z. Uppsatsens språk är svenska. / People born between the years 1996 and 2012 belong to generation Z and it is the generation that will now occupy the labor market. It is of great importance for employers to understand what factors motivate people from Generation Z in order to increase their chances of attracting and retaining the new generation. The purpose of this essay is to examine crucial factors in job selection related to work motivation among Generation Z. The study also investigated whether there were differences between men and women. A survey was used as the research method, and data was collected through a non-random sampling. A total of 156 women and 99 men from universities/colleges across Sweden, who were in their third year of a three-year economics program, participated. The survey mostly consisted of closed-ended questions, where the main question about the importance of factors in job selection was to be answered using a Likert scale. The study focused on self-determination to analyze work motivation based on internal and external factors. The results showed that interesting and enjoyable tasks, personal development and improvement, and high salary were the motivational factors that held the greatest significance for Generation Z in job selection. The results also indicated a difference in how men and women reason about internal and external motivation. One conclusion that could be drawn is that the internal motivational factors carry more weight than the external ones for Generation Z. The language of the essay is Swedish.

Studien undersöker hur den stress som idrottare upplever kopplat till idrottsutövandet påverkas av olika motivationsfaktorer, samt hur det återspeglas i deras upplevda prestation. Urvalet bestod av pojkar och flickor i åldern 16 - 20 år som går på idrottsgymnasium. Enkäten besvarades av totalt 87 personer (49 kvinnor och 38 män) som var aktiva inom längdskidor (n = 32), friidrott (n = 34) samt orientering (n = 21). Studiens frågeställningar besvarades med hjälp av självskattningsformulären Sports Motivation Scale II (SMS-II), Attainment of Sport Achievement Goals Scale (ASAG) samt Perceived Stress Reactivity Scale for Adolescent Athletes (PSRS-AA). En korrrelationsanalys visade att det fanns ett svagt samband mellan grad av självbestämmande motivation (RAI) och upplevd prestation samt ett svagt negativt samband mellan stress och självbestämmande motivation. Mer sofistikerade analyser kunde inte bekräfta någon samvariation mellan dessa variabler. Däremot kan man urskilja hur könsskillnader påverkar graden av upplevd stress. Där det var kvinnor som skattade sig högre. Ytterligare studier med större populationer behövs för att prova dessa hypoteser. / The study examines how the stress that athletes experience connected to the exercise of sports is affected by various motivational factors, as well as how it is reflected in their perceived performance. The selection consisted of boys and girls aged 16 - 20 who attend a sports high school. The questionnaire was answered by a total of 87 people (49 women and 38 men) who were active in cross-country skiing (n = 32), athletics (n = 34) and orienteering (n = 21). The study's questions were answered using the self-assessment forms Sports Motivation Scale II (SMS-II), Attainment of Sport Achievement Goals Scale (ASAG) and Perceived Stress Reactivity Scale for Adolescent Athletes (PSRS-AA). A correlation analysis showed that there was a weak relationship between degree of self-determination motivation (RAI) and perceived performance and a weak negative relationship between stress and self-determination motivation. More sophisticated analyzes could not confirm any covariation between these variables. However, it is possible to discern how gender differences affect the degree of perceived stress. Where it was women who rated themselves higher. Further studies with larger populations are needed to test these hypotheses.