The purpose of this study was to examine the relation between self-determination theory and its three basic needs: competence, autonomy and relatedness, and commitment to change in an organizational change. Another purpose was to examine if the quality of the communication and the effects on the organization and way to work can predict commitment to change. Considering that organizational changes is very common today there is an interest to ease and improve the change process. The survey contained the scales Commitment to change scale and Basic need satisfaction at work scale and the participants were 39 office-workers who recently had gone through an organizational change. The result indicated that it’s possible to predict commitment to change from self-determination theory, communication and effects on organization and way to work. The predictor variables explained 65 % of the variance. The factors competence, autonomy and communication contributed. / Syftet med denna studie var att undersöka om det fanns något samband mellan self-determination theory och dess tre grundläggande behov av kompetens, autonomi och samhörighet, och förändringsengagemang vid en organisationsförändring. Ytterligare ett syfte var att undersöka om kvaliteten på kommunikationen samt upplevd inverkan på organisationen och påverkan på det egna arbetet bidrog till prediktionsförmågan. Med tanke på att organisationsförändringar idag är en mycket vanlig företeelse finns det ett intresse i att underlätta och förbättra förändringsprocessen. Undersökningen genomfördes i form av en enkätstudie på 39 tjänstemän på en avdelning som hade genomgått en organisationsförändring. Enkäten bestod av skalorna Commitment to change scale och Basic need satisfaction at work scale. Resultatet visade att det är möjligt att predicera förändringsengagemang utifrån self-determination theory tillsammans med kommunikation, påverkan på organisationen och inverkan på arbetssättet och prediktorvariablerna förklarade 65 % av variansen. Faktorerna kompetens, autonomi och kommunikation var de faktorer som bidrog.

Tidigare forskning visar på problematiken beträffande elevers motivation i skolan. Problematiken som framgår är att fler elever är omotiverade till att delta i matematik samt idrott och hälsa än för några år sedan. Tidigare forskning lyfter även fram vikten av att det är lärarnas främsta ansvar att motivera eleverna i skolan. Tidigare forskning lyfter fram att motivation påverkar elevernas delaktighet i undervisningen. Syftet med studien är att skaffa bredare förståelse för vilka strategier lärare använder för att skapa yttre motivation i ämnet matematik samt idrott och hälsa. För att besvara syftet och forskningsfrågorna har observationer, ostrukturerade intervjuer, fältanteckningar och ljudinspelning används som datainsamlingsmetod. Tre metodfrågor har även det varit till hjälp för att besvara studiens forskningsfrågor. Det teoretiska ramverket som använts i studien är Self-determination theory. Det genomfördes ett urval av det insamlade materialet där den yttre motivationen kunde identifieras. Analysen visade på att alla typer av yttre motivation (external regulation, introjected regulation, identified regulation, integrated regulation) användes i undervisningen. Analysavsnittet visade även på att lärarna använde strategierna i olika hög grad i respektive ämne. Det innebar att den yttre motivationen kunde identifieras mer under idrottslektionerna än på matematiklektionerna. Likheter och skillnader mellan matematikundervisningen och idrottsundervisningen har även identifierats beträffande de olika typerna av yttre motivation. / The first part of this review is regarding the lack of motivation amongst pupils in school. Bottom line in this review is about how motivation has an influence in the participation in the pupil’s education. Pervious research shows that motivation affects the participation in education. Previous research also showed that teachers have a responsibility to motivate pupils in school. The pupil’s motivation in education has a big influence of the participation in class. The purpose is to investigate which strategies teachers use to motivate pupils in mathematics and physical education. The review used the methods observations, structured interviews, notes and sound recording to answer the purpose and research questions. Self-determination theory has used a framework in the review. A selection has been done, from the collected material, which proved to be external motivation. The analyse shows that every type of external motivation was visible (external regulation, introjected regulation, identified regulation, integrated regulation) in education. The analyse section in the review, shows that teachers predomenantly, used motivation in different ways. External motivation been visibility the most in physical education class, than in lecture in math. The results have proved that all the types of external motivation were visible.

Syftet med denna studie var att undersöka hur millennials inom servicebranschen upplever att ledarskap har betydelse för arbetsmotivationen. Vi vill med vår forskning förmedla vad som kan vara lönsamt för ledare att ha kunskap om gällande arbetsmotivation för att minska personalomsättning i organisationer. Studien utgår ifrån motivationsteorin Self Determination Theory och ledarskapsstilarna demokratisk-, auktoritärt och Laissez-faire ledarskap. Studien har baserats på nio intervjuer. För att analysera materialet har en tematisk analysmetod tillämpats och studien har haft en deduktiv utgångspunkt.  Studiens resultat visade att ledare har en positiv betydelse för arbetsmotivationen genom att vara synliga, lyhörda, stöttade och uppmärksamma. Motivationen främjas genom att först uppfylla de inre motivationsfaktorerna för att sedan förstärkas med hjälp av yttre motivationsfaktorer. Ledarens negativa betydelse för arbetsmotivationen uppstår främst när det inte längre finns någon möjlighet till utveckling på arbetsplatsen. Den fördragna ledarskapsstilen är ett demokratiskt ledarskap. / The purpose of this study was to examine how millennials within the service industry experience leadership and its significance on workplace motivation and engagement. With our research we will share knowledge that has shown beneficial for leaders to apply regarding their employee’s drive to work, thus lowering turnover of personnel for the organization. The study takes its starting point from the motivational theory Self Determination Theory and the different leadership styles: democratic, authoritative, and Laissez-faire leadership. This study is based on nine separate interviews. To analyze the material, a thematic analysis method has been applied and the with a deductive starting point.  The results show that leaders have a positive impact on employees’ willingness and drive to work by being visible, supportive, and attentive. The motivation firstly stems from an inner self-motivational drive, and later gets enforced from outer motivational factors. A leader’s negative impact on employees drive to work arises when there no longer is a possibility for growth within the organization. The preferred method of leadership was the democratic style leadership.

Sedentary behavior has been shown to lead to overweight and obesity, which are risk factors for chronic diseases such as cardiovascular heart diseases (CHD) and type 2 diabetes mellitus. Two constructs have been used to attempt to enhance motivation in order to promote long-term physical activity behavior change: self-efficacy (from Self-Efficacy Theory) and competence (from Self-Determination Theory). Though these constructs are from two different theories and purportedly measure two different concepts, they have been used interchangeably in physical activity research. This project examined similarities and differences in the theoretical explanations of self-efficacy and competence. Participants were college students ages 18 to 53 (n = 194, 65.8% female) who were randomized to one of two intervention groups (competence vs. self-efficacy) or an attention control group, with an overall attrition rate of 0.6%. Repeated measures ANCOVAs controlling for strenuous exercise and BMI showed no within groups or between-groups differences in competence or self-efficacy. Measures of competence and self-efficacy were strongly correlated (r = .74). Further inspection showed both measures were tapping into a third variable: confidence. Additionally complicating the findings is documented evidence of college students over-reporting high confidence levels. Recommendations include incorporating items measuring growing mastery into competence scales and examining this same question for older sedentary adults.

Forskning har visat att personlighet och arbetsmotivation påverkar hur individer agerar och presterar på arbetet (Judge & Ilies, 2002). Genom att generera en förståelse för hur dessa faktorer samverkar med varandra kan organisationer skapa en arbetsmiljö som främjar både individens och organisationens framgång. Syftet med denna studie var därför att undersöka sambandet mellan personlighetsdragen i The Big Five och självskattad arbetsmotivation, med utgångspunkt i Self-determination theory samt att identifiera variationer i arbetsmotivationen relaterat till kön,ålder och tid i arbetslivet. Den första hypotesen var att det skulle finnas en positiv korrelation mellan yttre motivation och personlighetsdragen neuroticism och extraversion. Den andra hypotesen berörde korrelationen mellan inre motivation och följande personlighetsdrag:öppenhet, samvetsgrannhet, vänlighet, samt extraversion. Metoden som användes var en enkätundersökning, bestående av två validerade mätinstrument. Dessa var Ten Item Personality Inventory för att mäta personlighet, samt Multidimensional Work Motivation Scale för att mäta arbetsmotivation. 167 svar inkom, varav 160 användbara, 118 (73,7 %) var kvinnor och 42 (26,3%) män. Resultatet visade att samtliga regleringstyper för arbetsmotivation korrelerade signifikant med något av de fem personlighetsdragen. Det fanns en korrelation mellan neuroticism och fyra regleringstyper. Samvetsgrannhet korrelerade positivt med identifierad reglering. Öppenhet visade positiva samband med både intern och introjicerad reglering.Slutligen korrelerade extraversion positivt med samtliga regleringstyper utom extern. Analys av arbetsmotivation i förhållande till deltagarnas ålder visade att deltagare i ålderskategorin 41-70 år i högre grad motiveras av intern reglering, jämfört med ålderskategorin 18-30 som motiveras av extern reglering. Resultatet visade även skillnader på antal år i arbetslivet och vilken typ av reglering som styr ens motivation. / Research has shown that personality and work motivation affect how individuals act and perform at work (Judge & Ilies, 2002). By generating an understanding of how these factors interact with each other, organizations can create work environments that promote individual as well as organizational success. The aim of this study was therefore to examine the relationship between personality traits in The Big Five and self-estimated work motivation, based on self-determination theory and if there were any variations in work motivation depending on gender, age and number of years in working life. The first hypothesis was that there would be a positive correlation between extrinsic motivation and the personality traits neuroticism and extraversion. The second hypothesis concerned the correlation between intrinsic motivation and the following personality traits: openness to experience, conscientiousness, agreeableness and extraversion. The method of choice was a survey consisting of two validated measuring instruments. These were the Ten Item Personality Inventory to measure personality, and the Multidimensional Work Motivation Scale to measure work motivation. We received 167 responses, of which 160 were useful. 118 (73,7 %)were women and 42 (26,3 %) were men. Results showed that all regulation types for work motivation correlated significantly with at least one personality trait. There was a correlation between neuroticism and four regulation types. Conscientiousness correlated positively with identified regulation. Openness to experience showed positive correlations with both intrinsic and introjected regulation. Finally, there was positive correlation between extraversion and all regulation types except for external regulation. Analysis of work motivation in relation to the age of the participants showed that participants in the age category 41-70 years were motivated to a greater extent by intrinsic regulation, compared to the age category 18-30 who were motivated by external regulation. Results also showed differences in the number of years in working life and which type of regulation that control one’s motivation.

Syftet med denna studie är att undersöka vilken sorts motivation individer drivs av och motiverar dem att träna på gym och om det finns någon skillnad mellan könen. Studien är av kvantitativ karaktär och datainsamlingsmetoden som använts för denna studie är en enkätundersökning som bygger på en validerad enkät Exercise Motivation Inventory - 2. Utifrån enkätsvaren har författaren kodat datan och slagit ihop värdena i dem nya delskalorna gjort en deskriptiv analys och en sambandsanalys mellan kön och motivat-ionsorsaker. I resultatet diskuteras och analyseras utifrån tidigare forskning inom motivationsdomänen samt utifrån Self-Determination Theory. Resultaten visar att människor som tränar på gym i Kalmar drivs av inre motivation samt att det finns vissa skillnader mellan könen kring motivation.

According to the dual valuing process model (Grouzet, 2013), the social context can either facilitate the natural human tendency to pursue intrinsic goals, or thwart it by promoting extrinsic goals. Congruent with this idea, research in self-determination theory (Deci & Ryan, 2000) suggests that parental autonomy support (PAS) is associated with the development of intrinsic goals, whereas more controlling parenting styles, such as conditional regard (PCR), are expected to facilitate extrinsic goals. Results from two preliminary studies suggest that mothers tended to use PAS to promote goals that were more intrinsic, as well young adults were more likely to autonomously internalize these goals, whereas PCR was associated with more extrinsic goals. In the current study, we sought to extend these findings by including a general measure of perceived parenting style, as well as asking participants to recall a goal that was promoted during adolescence (i.e., 13-16 years). Results from this study indicate no difference in the type of goal that was promoted or the way in which it was internalized when mothers used either autonomy support or conditional regard, over and above general parenting style. Results will be further discussed in with respect to parenting, self-determination theory, and the dual valuing process model. / Graduate

For the last twenty years, there has been growing concern among educators, scholars, and parents about the underachievement and disengagement of boys in school. Self-Determination theory postulates that individuals will be more motivated when their needs for relatedness, competence, and autonomy are satisfied. Boys' relationships with teachers are sometimes conflictual, although relatedness to teachers has been shown to be a salient predictor for academic engagement. Teachers can also serve as a buffer for those students who are at risk of failure or dropping out. Other issues involve masculinity sitting uncomfortably with academic success, the need for self-discipline, and the nature of academic tasks being too sedentary and less hands-on. This study explores the academic engagement of at-risk boys with special attention to the role of teacher-student relationships using self-determination as a theoretical framework. A qualitative method was utilized to illuminate the complex interactions between antecedents and consequences for developing an explanatory scheme for why some boys do well academically and others do not. Ten third through fifth grade boys were interviewed, along with ten of their parents and six teachers. Topics ranged from their likes and dislikes, feelings about their teachers and school in general, and ways in which teachers and parents support and encourage them academically. The boys were observed in multiple settings throughout the school year. The goal was to shed light on the "boy crisis" and to take a nuanced approach when it comes to studying boys. The study was also designed to enhance our understanding of academic engagement as a multidimensional construct encompassing behavior, emotion, and cognition. Academic task characteristics and self-discipline, as well as relatedness to teachers, parents, and peers, emerged as important themes in engaging boys, while the construct of masculinity was not as salient. A proposed model was developed as a psychoeducational tool for providing information about the academic engagement of boys. This model could assist educators and parents in helping boys attain more joy and success in school. / text

For many years, researchers and educators have been concerned about achievement scores but seemed less interested in students’ happiness and psychological well-being at school. However, students’ psychological well-being experiences may facilitate students’ adjustment and ultimately lead to academic achievement. It can be assumed that students’ different motivational and well-being experiences in each course would contribute to students’ overall psychological well-being. The purpose of this study was to investigate how and why students experience different levels and kinds of motivation and well-being across courses. As the preliminary and important ground to allow me to address this purpose, I needed to establish first whether students experienced different levels of academic motivation and course well-being across the courses they were taking. A total of 505 students participated in this study and provided information about 1817 courses they were taking. The participants come from a subject pool of one department that attracted students from diverse majors. Multilevel modeling was used to explore different situational (Level 1) and personal experiences (Level 2) of motivation and course well-being across courses and across students. The unconditional model showed variability of perceptions at Levels 1 and 2 indicating that students did vary in their reports across courses and that nevertheless, there were individual differences across students in their aggregate experiences. The conditional model was used to test what course characteristics were associated with motivational and well-being indicators at the situational level. Course characteristics were taken from different constructs: course value, classroom structure, teacher characteristics, classroom goal structure, and a caring classroom climate. Predictors at the personal level included students’ sex and their perceptions of general needs for relatedness, general relatedness need fulfillment in everyday life, and personal growth. Having supported the preliminary hypothesis with the unconditional model that there was variance both within student and between students, I used the conditional model and found that various course characteristics were differently associated with academic motivation and course well-being. Overall, results addressed that teacher characteristics and a caring classroom climate were strongly associated with all the different kinds of motivational and course well-being indicators. Students’ personal characteristics were, also, differently related to these outcomes. / text

The purpose of this study was to identify significant relationships betweenidentity threat, relatedness or sense of belongingness, and academic achievement in asample of minority college students who were enrolled in an underrepresented academicfield in higher education. Our sample included 56 Hispanic students enrolled in an Organic Chemistry class at a Southwest University. Findings show that Ethnic Sense ofBelongingness positively predicted Classroom Sense of Belongingness, which in turnpredicted Effort. This relationship was also impacted by students' perceptions of Self-Efficacy to Achieve, Teacher Trust and Academic Support, and Intrinsic Motivation andKnow and Accomplish. Overall, findings highlight the influence of ethnic sense ofbelongingness at school, in achievement and motivational processes in the classroom.