Dissertations / Theses: 'Motivational self system'

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Taylan, Halit. "The language learning motivation of university-level students regarding the L2 motivational self system at a Turkish university context." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32639.

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The aim of this study is to understand whether Dörnyei’s (2005, 2009) motivational self system fits well with the language learning motivation of the participants in this Turkish university context The study has been carried out in a university in Western Turkey. In order to answer the research questions, the study has adopted a quantitative research design. The study has been conducted using a 109 item Likert scale questionnaire. The total number of participants in the study is 250. The study includes English prep class participants from the Department of Molecular Biology and Genetics, the Department of Environmental Engineering, the Department of English Language Teaching, the Department of English Language and Literature and the Department of Biology. The results of the study show that the motivational self system partially fits well with the language learning motivation of the participants in this Turkish university context. As the results suggest, the model needs some modifications in order to fit within this context. The three main components of the motivational self system (ideal L2 self, ought to L2 self, and attitudes toward learning English) are seen to be related to the intended learning efforts of the participants, and are confirmed as distinct independent constructs that measure the different dimensions of L2 motivation. However, the two standpoints, own and other, overlap in terms of instrumentality promotion, instrumentality prevention and family influence. The contribution of attitudes toward learning English to the intended learning efforts of the participants is higher than the ideal L2 self, and the effect of the ought to L2 self is questionable. In addition to this, the study shows that family influence is related to the ought to L2 self, rather than the ideal L2 self, but, contrary to Dörnyei’s (2005, 2009) model, milieu does not have any significant relationship with the ought to L2 self. The results also show that instrumentality has two foci: instrumentality promotion is related to the ideal L2 self, and instrumentality prevention is related to the ought to L2 self. Furthermore, imagination is found to be related to the ideal L2 self, as shown in the motivational self system. The results also suggest that the international community is important instrumentally for the imagined selves of the participants. This result supports the discussion that the international position of English attracts the participants’ future selves as suggested in the L2MSS. Key words: motivational self system; ideal L2 self; ought to L2 self; attitudes toward learning English; instrumentality promotion; instrumentality prevention.

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Alharbi, Fahad. "The Dynamics of the L2 Motivational Self System among Saudi Study Abroad Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6672.

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Adult second language acquisition takes time over an extended period of time during which the L2 motivation of learners goes through periods of ups and downs. Dörnyei, MacIntyre and Henry (2015) recognized the inherently dynamic nature of L2 motivation and called for adopting the Complex Dynamic System Theory (CDST) when studying this phenomenon. While using a CDST perspective, this mixed method study drew on Dörnyei’s (2009b) model of the Motivational Self System to examine the L2 motivation of 86 Saudi study-abroad students. Also, the construct of the Anti-ought to Self (Thompson, 2015) and aspects of the Appraisal Theory (Schumann, 2001) were adopted to guide this examination. The results of the study showed that the L2 motivation of the participants fell into four main motivational patterns. Also, some of the participants shifted into new attractor states over the course of their academic semester. Another important finding was that the Anti-ought to Self appeared as an important construct. The results of the standard multiple regressions showed that the amount of the variance in the Intended Learning Effort that was accounted for by the Anti-ought to Self alone exceeded the amount of the variance accounted for by the other explanatory variables put together. Also, the analysis of the quantitative and qualitative data showed that the use of the Appraisal Theory improved the construct validity of the Learning Experiences. The implications of these findings and future directions of the L2 motivational research were also discussed in the study.

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Larsson, Fredrik, and Kjellsson Nelly Strid. "The Potential Motivational Impact of 'Schoolifying' Extramural English Activities." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30620.

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This research paper aims to investigate if the incorporation of students’ extramural English (EE) activities, such as watching movies or playing computer games, into the English classroom affect their motivation. This research was inspired by The School Inspectorate’s (Skolinspektionen, 2011) conclusion that too many Swedish students find English lessons un-motivating as well as boring. Partly to blame for this problem is the lack of perceived authenticity in the English classroom when compared to the activities that the students are engaged in outside of school (EE). Since this gap between school English and out-of-school English is creating un-motivated students in the classroom, this paper aims to describe learner motivation towards the English language, and whether incorporating students EE activities can increase their motivation. This is done with the support of different theories of motivation as well as the current globalized landscape, with English being considered a global language. One teacher and 25 of her students were interviewed to hear their thoughts on whether the incorporation of extramural English activities into the classroom would increase motivation. The study came to the conclusion that students wanted to learn English in order to become participants in the globalized world. Also, both teacher and students wanted to incorporate extramural English activities into the classroom and stated that this would increase their motivation in school. However, they also explained that it had to be incorporated, or ‘schoolified’, in a way that increased the students’ knowledge and proficiency, and was in line with the curriculum and its knowledge requirements.

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Magid, Michael. "A validation and application of the L2 motivational self system among Chinese learners of English." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11971/.

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This thesis consists of two mixed-methods studies: a validation study and an application study of Dörnyei's (2009a) L2 Motivational Self System with participants from China. The quantitative part of the validation study involved 1,154 Chinese middle school and university students from mainland China and the follow-up qualitative study consisted of ten Chinese university students at a British university from mainland China. Structural equation models and correlational analyses validated the L2 Motivational Self System in China. The issues of family, face, responsibility, and pressure clarified the motivational role of the Chinese family and explained the main relationships in the system. Differences in the motivational orientation of the two sub-groups demonstrated the ability of the system to represent different age groups. The application study involved an intervention programme that I developed at a British university in order to motivate my participants to put more time and effort into learning English by enhancing their vision of their Ideal L2 self. The programme contained 31 participants who were international students from China. The programme made most of the participants more motivated to learn English and all of them more confident in their English. There was a significant increase in the strength of the participants' Ideal L2 self as a result of the programme. The vision of the participants' Ideal L2 self and their goals for learning English became more clear and specific due to the programme. Motivation and confidence were found to mutually affect each other. Most of the participants' imagination improved as a result of the programme. They became more proficient in English, more aware of the importance of English in their lives, and their attitudes toward learning English became more positive due to the programme.

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Taguchi, Tatsuya. "The L2 Motivational Self System among Japanese University Learners of English: A Mixed Methods Approach." Thesis, University of Nottingham, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523485.

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Wang, Tianyi. "Constructing L3 selves : a study of undergraduate learners' motivation to learn a third language in China." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/285105.

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This study conceptualises Chinese language-major undergraduates' motivation to learn a third language (L3) from a self perspective. Two overarching aims were adopted to guide the research: how learners' L3 motivation was formulated and reformulated over the course of one year of learning an L3 and whether classroom intervention could help learners to construct their L3 motivation. This research adopted a longitudinal case study design and was situated in a state university in China. Students who had chosen to learn an L3 as their major and English majors who were required to learn an L3 participated in the research. To achieve the two principal research aims, the data collection process was divided into two phases. The goal of the first phase was to explore the development of my participants' L3 motivation without any intervention. Qualitative research methods were employed during this phase and data were gathered from open questionnaires, interviews, class observation and written journals. In the second phase, an intervention was carried out to explore how to construct my participants' ideal L3 selves. A quasi-experimental design was employed and mixed methods were adopted. Analysis was primarily guided by the L2 Motivational Self System and was carried out at both at class level and individual level. At a class level, findings suggest that both L3 majors' and English majors' L3 motivation was mainly constituted on the basis of their ideal L3 selves, ought-to L3 selves and L3 learning experiences, which were constantly constructed and reconstructed over the course of learning. Notably, learners' motivational trajectories did not display a homogenous pattern at the group level. In total, six different motivational patterns were identified, three from English majors and three from L3 majors. It was also interesting to identify that a few learners developed a type of multilingually oriented motivation during their L3 learning. Data collected at the second phase of fieldwork revealed that the intervention was effective in helping English majors to construct their ideal L3 selves but less useful in the case of L3 majors. At the individual level, six cases were analysed in depth to investigate how the trajectories identified at the group level developed temporally and contextually. The analysis shows that the construction of these learners' L3 motivation involved a complex interplay between their future L3 selves and current L3 learning experience. It was through this process that learners explored the relationship between the L3 and their self-identification, and attempted to develop their personal meaning of learning an L3. On the basis of the empirical evidence, this thesis argues that the construction of learners' L3 motivation hinges on exploration of the position of the L3 in their self-identification, and that class intervention might help learners to realise the importance of learning an L3 by helping them to develop their ideal L3 selves, at least in the case of non-L3-major students. Moreover, this study suggests that it is crucial for L3 learners in China to recognise the value of being multilingual, which plays an essential role in constructing their L3 selves and sustaining their L3 motivation.

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Islam, Muhammad. "L2 motivational self system and relational factors affecting the L2 motivation of Pakistani students in the public universities of Central Punjab, Pakistan." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5054/.

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This thesis presents a study of Pakistani undergraduate students’ motivation to learn English, using Dörnyei’s (2009) L2 Motivational Self System as the main theoretical framework, while including some context-specific factors. This study has two primary aims; firstly to analyse the usefulness of Dörnyei’s model for describing the L2 motivation of a sample of Pakistani students, and secondly to capture other contextual and relational motivational factors which may be salient in this under-researched context. The study applied a mixed method approach. A structured questionnaire survey was designed and administered to over 1000 undergraduates in seven public sector universities of Central Punjab, Pakistan. Both descriptive and inferential statistics were used to analyse the questionnaire data. In addition, twenty semi-structured interviews were also conducted and their data was analysed using thematic analysis. The study provided considerable support for the validity and effectiveness/relevance of the L2 Motivational Self System in the Pakistani context. Participants’ L2 learning attitudes and ideal L2 selves emerged as the strongest contributors to their reported learning efforts. Both quantitative and qualitative data revealed that Milieu strongly influences participants’ future selves and L2 motivation. The qualitative data further elaborated that English-related social values and pressures were also mediated by significant others. Moreover, a proposed new construct – National Interest – was also found useful in capturing the in-depth view of the contemporary L2 motivation of the participants, highlighting the need to understand the association of English with their national identities and interests. The data revealed that these Pakistani learners’ image of themselves as future English-users is associated with a desire for the socioeconomic development, internal harmony and the international reputation of their country in a challenging global context. Overall, the study presented a combination of personal and relational factors strongly affecting participants’ L2 motivation.

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Li, Rui. "Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6299.

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This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore what types of English learning motivation Chinese students have in different contexts, as well as to compare the shift in Chinese students' motivation when they move from an EFL (China) to an ESL (USA) context. A recent study conducted by You & Dörnyei (2016), provided a solid empirical description of the main features of language learning motivation in China. The detailed information presented in You & Dörnyei's study serves as a baseline to further explore the differences in English learner motivation in different settings. The findings of this study can be used as a reference to align English language learners' motivational self-system with their own pattern of development.

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Cabrita, Ana Miriam Meireles Ferreira. "Enhancing physical activity coaching through personalized motivational strategies and self-adaptive goal-setting: development of self-adaptive processes in a monitoring and coaching smartphone application." Master's thesis, Faculdade de Ciências e Tecnologia, 2013. http://hdl.handle.net/10362/10725.

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Dissertação para obtenção do Grau de Mestre em Engenharia Biomédica
The rising age of the European population brings increased costs in healthcare mainly related to the management of chronic diseases. Regular physical activity has been shown to help in the prevention and control of disease risk. Mobile phones have provided promising and emergent ways of promoting healthy lifestyles, allowing real-time monitoring and coaching to be delivered at any time and any place. The presented work adds new features to the Activity Coach, an ambulatory feedback system that aims to encourage physical activity. The Integral of the Modulus of Body Acceleration (IMA) is the unit used as an estimate for energy expenditure. Although previous research demonstrated the potential of this system, results also showed that adherence drops after a few weeks. The primary goal of this research was to design, implement, and test adaptive goal-setting and personalized feedback strategies in order to encourage physical activity. Regarding the self-adaptive goal-setting feature, the goal for each day is defined automatically based on the physical activity performed at that day of the week since the beginning of the intervention. Hence, the intention is to help the user to increase or maintain his level of physical activity taking his daily routine as a reference. The second element added to the system regards motivational feedback messages, a key factor in interventions aiming at behavior change. Based on the levels of self-efficacy, stage-of-change, and daily activity, the user is assigned to one of the six pre-defined feedback strategies in the system. The content of the motivational cues depends on the selected feedback strategy. The evaluation of the system focused on providing better understandable and more accurate feedback to the user. To do so, we evaluated the challenge and attainability of the goals provided to the user with (1) data acquired during previous studies, and (2) newly gathered data from a single-subject study. As part of the evaluation, we translated IMA counts into ‘steps’, a commonly understandable measure for physical activity, comparing the data acquired from the Activity Coach sensor with a Fitbit, a commercially available pedometer. Although further tests with more subjects and different activities should be performed, we suggest that the default values set to the system are in agreement with the Goal-Setting Theory providing challenging and attainable goals. The results from this research will be used in future experiments using the Activity Coach and can be adapted to other ambulatory feedback systems regarding promotion of physical activity.

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Jiang, Yu. "Gender differences and the development of L2 English learners' L2 motivational self system and international posture in China." Thesis, Birkbeck (University of London), 2013. http://bbktheses.da.ulcc.ac.uk/66/.

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The study is based on Dörnyei's (2009a) L2 Motivational Self System and Yashima's (2009) International Posture (IP) with L2 English learners in China, and focuses on gender issues with regards to L2 motivation. A longitudinal research design with a mixed methods approach was used. The statistical analysis from the quantitative data of 240 participants (F = 178; M = 62) showed significant gender differences for ten motivational variables (criterion measures, ideal L2 self, ought-to L2 self, instrumentality A(promotion), instrumentality B (prevention), travel orientation, attitude to learning English, integrativeness, cultural interest and attitudes to the L2 community) within the L2 Motivational Self System and three variables within IP (intergroup approach avoidance tendency, interest in international news and having things to communicate to the world). Over a 12-month period, the repeated measure analysis revealed that female learners had more significant changes in motivational variables than male learners: eight variables for female learners (ought-to L2 Self, family influence, instrumentality A, instrumentality B, integrativeness, attitudes to the L2 community, fear of assimilation and English anxiety) and one variable for male learners (English anxiety). Both female and male learners had significant decrease in two IP variables: intergroup approach avoidance tendency and interest in international vocation/activities. The interactive relationships, over the 12-month period, between ideal L2 self and ought-to L2 self, and between ideal/ought-to L2 self and other motivational/IP variables were also different between female and male learners. Embedding the participants in their social values and L2 English learning contexts, we highlighted the influences of collectivism and social factors on the gender issues of the learners' L2 motivation. Within the L2 Motivational Self System, the social perception of gender bias in language learning and the dominant number of female L2 English learners positively affected female learners but negatively affected male learners' attitudes toward learning English. We argue that collectivistic social values enhanced female learners' ideal L2 self images and built a bond between the female learners' possible selves and their parents' hopes. Within IP, collective social values could prevent female learners from discussing contentious issues while the male learners' inherent interest in politics was also reflected in their L2 English learning.

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Sommer, Alexandra, and Hanna Svensson. "The usage of CLIL in the classroom and its influence on L2 learners’ motivation." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32611.

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In Swedish schools the education should stimulate students’ creativity, curiosity and self-confidence, as well as provide security and generate the will and desire to learn. Therefore, the aim of this case study is to investigate the area of motivation and how motivation is affected by the usage of Content and Language Integrated Learning (CLIL). Initially, the theoretical foundation for the research, including scaffolding and important theories of second language learner motivation, are outlined and defined. The Process Motivational Model (PMM), is used as a framework to investigate key aspects of motivation in language learning by using two different pedagogical approaches. Our findings show a rise in key aspects of motivation when using CLIL. The learning environment changes positively, and the learner engagement increases when the content of the lesson is fun and authentic. The major conclusions from the results of the case study are that (i) the students were more intrinsically motivated during CLIL-lessons and the L2 learners efforts improved, (ii) the combination of the curricular subject matter Geography and English increased the interest to learn, (iii) the motivation of the students that were passive or interruptive during the non-CLIL lessons increased significantly during the CLIL-lessons (iiii) and the feelings of competence and self-worth increased after the CLIL-lessons. This study is a qualitative case study based on observations, focus groups and a teacher interview in an elementary school in Sweden.

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Sadi, Ozlem. "Relation Of Cognitive And Motivational Variables With Students." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611727/index.pdf.

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This study aimed to investigate the relationships among high school students&rsquo
relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement in human circulatory system in learning cycle and traditional classrooms. This study was conducted with 2 teachers and 4 classes and total of 60 11th grade students in the private high schools at Ü
mitkö
y district of Ankara in the fall semester of 2008-2009 academic years. One class of each teacher was assigned as experimental group and treated with 5E learning cycle instruction and other class was assigned as control group and treated with traditional instruction. At the beginning of the study, both teachers were trained for how to implement 5E learning cycle instruction in the classrooms. The Human Circulatory System Achievement Test was applied twice as pre-test and after treatment period as a post-test to both experimental and control groups. Learning Approach Questionnaire was used to measure students&rsquo
approach to learning and Test of Logical Thinking was used to measure reasoning abilitiy of students. Students&rsquo
levels of self-efficacy, locus of control and their attitudes toward biology also were measured. The data obtained from the administration of post-test were analyzed by using ANOVA. The statistical result indicates that learning cycle instruction improved students&rsquo
achievement in human circulatory system compared to traditional instruction. Stepwise multiple regression analysis revealed that in learning cycle classrooms, the main predictors of achievement in human circulatory system were students&rsquo
reasoning ability (45.8%) and their prior knowledge (15.9%). In traditional classrooms, students&rsquo
meaningful learning orientation (40%) and locus of control (9.8%) were the main predictors of achievement. This study indicated that different variables may be significant for 11th grade students&rsquo
human circulatory system achievement in learning cycle and traditional classes.

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Ocampo, Marcelo Anders. "Los perfiles motivacionales de los estudiantes universitarios de español : Y su relación con éxito del aprendizaje." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105601.

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This study is dedicated to the investigation of the motivational profiles in university students on campus and on distance. Having said that, the present study aims to investigate the following aspects related to these groups of students: a) their motivational profile; and b) if they differ in the motivational profile according to the type of study in which they are inserted (campus ordistance). A survey has been carried out on campus on university students as well ason distance students, these students were surveyed through a questionnaire based on, in part, on the theory of the motivational self-system in L2 created by the psycholinguist Zoltán Dörnyei in 2009. Due to the limitations of the study and of the members the groups, this study doesn’t intend to generalize, moreover, this study was carried out with the materials and resources available, to date. This study will try to demonstrate the different aspects of the motivational system in L2 in the two different groups and in their modalities.

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Shareef, Ban, and Syleme Sadiku. "The Impact of the Learning Environment on Students’ Motivation in Upper Secondary School." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43200.

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The present study sets out to explore the impact Swedish upper secondary students' present learning environments have on their motivation to learn English as a second language. More specifically, we aim to investigate student opinions on how their learning situation and their teachers’ approach to leadership and pedagogy affects their motivation in L2 English. The study is performed with the third component of Dörnyei’s (2005) L2 Motivation Self-System, the L2 Learning Experience, as a theoretical point of departure. The L2 Learning Experience emphasizes the motives connected to the immediate learning environment through course-specific, teacher-specific, and group-specific aspects. A quantitative study including four qualitative questions was carried out by a self-report questionnaire to four different Swedish upper secondary schools. The results showed that the students’ learning environment was positive for their motivation across all schools. Moreover, it was found that students seem to consider the teacher’s role to be an important factor in their motivation and learning in L2. A teacher’s mood, spontaneity, and flexibility all seem to be influential aspects of the students’ motivation. This demonstrates the importance of making room for creating meaningful teaching situations and relationships with the students. We conclude that if the motivation was emphasized explicitly in the Swedish curriculum, then teachers would perhaps receive the time and the tools to achieve Skolverket’s goal of stimulating a lifelong desire to learn.

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Saleem, Jahangir. "The Attitudes and Motivation of Swedish Upper Secondary School Students towards Learning English as a Second-Language." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23169.

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This research paper examines Swedish students’ attitudes and motivation towards English education in two upper secondary schools, using Dörnyei’s (2005) L2 motivational self system. Of interest is whether theoretical and vocational students have motivational differences when it comes to learning English as a second language. A quantitative questionnaire was compiled using the instrument variables from previous studies of L2 motivation, and question items, which were “re-theorized” for this particular study. 58 students participated, of which 30 were theoretical students and 28 vocational students. Results were then analyzed across three dimensions of L2 motivation: ideal L2 self, ought to L2 self, and L2 learning experience. Findings revealed that, on average, both groups were motivated to learn English as a second language, but that there is an apparent difference between theoretical and vocational students’ attitudes towards learning an L2: the theoretical students’ data showed that they have stronger influence than vocational students in the ideal l2 self, integrative/integrativeness, instrumentality-promotion, attitudes to l2 community, ought-to l2 self, instrumentality-prevention, family influence, attitudes to learning English, and criterion measures.

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Schmidt, Lili Sara. "L3-motivation och integrationssträvan på komvux : En studie om vuxna invandrares motivation att läsa engelska i Sverige." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126514.

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Syftet med den här studien var att kvalitativt undersöka L3-motivation hos vuxna invandrare som läser engelska (L3) på komvux i Sverige. Motivation undersöktes i relation till samspelet mellan målgruppens behov och mål, det svenska samhället och engelskans globala status. Den metodologiska utgångspunkten togs först och främst i Dörnyeis L2-motivationssjälvbildssystem (2005) och anpassades till studiens kulturella och sociala ramar. Resultaten indikerar att det är en stor sannolikhet att L3-motivation formas och starkt påverkas av vuxna invandrares invandrarskap och bikulturella identitet som har utvecklats i samband med integration i det svenska samhället. Detta framgår av att det svenska samhället och invandrarskapet ofta uppträder som normgivande när det gäller vuxna invandrares studier i engelska. Deras L3-motivationssjälvbildssystem indikerar dessutom att vuxna invandrares syn på den ideala språkliga självbilden är i kongruens med majoritetssamhällets förväntningar och kunskapsvillkor. Resultaten behöver dock valideras i framtiden genom fler studier och större elevpopulationer.
The purpose of this study is to by a qualitative method investigate L3 motivation in adult immigrants who study English (L3) in Sweden. Motivation was investigated in relation to the interplay between the target group’s needs and goals, the Swedish society, and the global status of English. The methodological framework was based on Dörnyei’s L2 Motivational Self System (2005) and it was adapted to the cultural and social context of the study. The results indicate that there is a probability that immigrant identity (Swe. invandrarskap) and a sort of bicultural identity, which have developed in adult immigrants as side effect in the integrational process in the Swedish society, shape and strongly affect L3-motivation. This is supported by the informants’ interview data in which the Swedish society and the immigrant identity often appear as a normative referent for adult immigrants’ English studies. In addition, their L3 motivational self system indicates that adult immigrants’ perception of the ideal language self is in congruity with the majority society’s expectations on knowledge. However, the results need to be validated through more studies and larger student populations in the future.

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Cai, Shengrong. "The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students' Motivation." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3026.

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This study empirically investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language (CFL). A newly-proposed L2 motivation theory - the L2 motivational self system (Dörnyei 2005; 2009) - was used as the theoretical framework for this study. The three aspects of motivation (ideal L2 self, ought-to L2 self, and L2 learning experience), as described in this theory, were measured before and after the online project. Specific motivating and demotivating features of the online project were generated from participants' responses. Four individuals with different heritage and technology backgrounds were selected as cases to provide information about their perception of this online project and the possible impact of this project on their motivation. A concurrent transformative mixed method design was employed to collect both quantitative and qualitative data. A pre- and post-test survey and semi-structured interviews served as the main instruments for data collection. Paired t-tests were conducted to identify differences in the participants' pre- and post- scores for the three aspects of motivation. Constant comparative method and double coding method were used to generate the major themes about the motivating and demotivating features of the online project. A narrative analysis approach was taken to explore how individuals with different backgrounds perceived their experience in this online project and the possible impact of the project on their motivation. The results indicated that there was a significant difference in L2 learning experience before and after the online project, while there was no significant difference in the other two aspects of motivation (ideal L2 self and ought-to L2 self). This finding provided empirical evidence about the different natures of the three motivational aspects. That is, ideal L2 self and ought-to L2 self were built up over a long period of time and thus relatively stable, while L2 learning experience was more dynamic and fluid and had a tendency to change even within a relatively short period of time. Regarding the motivating and demotivating features, the results suggested that the most motivating features of this online project were the access to alternative learning resources and tools and opportunities to connect to a larger community of Chinese learners, while the demotivating features were mostly related to the technology barrier and the time and effort it took to complete this project. Furthermore, findings from the interviews with the selected individuals implied that regardless of their different heritage and technology backgrounds, most of them had a positive experience of this online project. However, the impact of this project on their motivation was limited.

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Schug, Daniel. "English courses across disciplines : a question of motivation." Thesis, Paris 8, 2019. http://www.theses.fr/2019PA080057.

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Cette thèse présente une étude comparative sur la motivation des étudiants dans des cours d’anglais général et des cours d’anglais de spécialité (ASP). Depuis leur conception, les cours d’ASP sont considérés plus motivants que les cours de langue général grâce au fait qu’ils soient, dans l’idéal, adapté aux intérêts et aux besoins des apprenants. À présent, par contre, très peu de recherche existe pour confirmer cette notion. La présente étude vise donc à examiner cette question à travers une analyse compréhensive de la motivation des étudiants en cours de langue à l’Université de Paris 8 (France) et l’Università Ca’ Foscari Venezia (Italie). Ce projet est ancré dans deux thèmes principaux dans les recherches sur la motivation pour apprendre une langue étrangère : l’importance du contexte d’apprentissage et les objectifs que peut avoir un apprenant pour la langue. De ce fait, Le L2 Motivational Self System et la Théorie des systèmes dynamiques complexes ont été choisis pour guider l’analyse des résultats. Ces deux théories permettent un examen minutieux de différents éléments présents dans la salle de classe ainsi que du concept de soi de l’apprenant. À travers les questionnaires, les entretiens et les observations en classe, cette étude a pu établir une image détaillée des facteurs susceptibles d’influencer la motivation et l’engagement des apprenants dans les cours d’anglais général et les cours de langue de spécialité afin de faciliter les comparaisons. Finalement, plusieurs similarités ont été identifiées dans la motivation des étudiants dans les deux types de cours ; un grand nombre de participants a exprimé, par exemple, une préférence pour les cours qui commençaient tard dans la journée et pour les leçons organisées autour des activités orales. Cependant, de diverses différences ont également été repérées entre les deux groupes ; les étudiants dans les cours d’ASP avec un niveau de langue très bas, par exemple, ont exprimé un niveau de motivation beaucoup plus bas par rapport aux étudiants dans les cours d’anglais général du même niveau. Ces résultats sont discutés davantage avec leurs implications pour l’enseignement et la recherche
This thesis presents a comparative analysis of student motivation in courses of General English and courses of English for Specific Purposes (ESP). For as long as they have existed, ESP courses have been thought to be inherently more motivating than general language courses given that they, ideally, cater directly to students’ needs and interests. To date, however, very little research exists to support this belief. This study therefore seeks to shed light on this question through a comprehensive analysis of motivation in university students at the Université de Paris 8 (France) and the Università Ca’ Foscari Venezia (Italy). This report is organized around two major themes in motivation research: the importance of classroom setting and the role of the learner’s goals for the language. As such, the L2 Motivational Self System, along with the Complex Dynamic Systems Theory, have been chosen as the principal frameworks guiding this report. These theories allow for a thorough examination of a learner’s self concepts as well as all the factors present in their learning environment. Through the use of questionnaires, interviews and classroom observation sessions, this study has obtained a detailed image of factors influencing learner motivation and engagement in General English and ESP courses, allowing for a comparison of the two groups. Ultimately, it was found that learner motivation was quite similar between the two course setups; students in both groups appreciated certain activities with comparable regularity and they complained about certain elements in the same way. Nevertheless, pronounced differences were also spotted; at lower levels of language proficiency, for example, students in ESP courses reported markedly weaker levels of motivation than their General English counterparts. These findings are discussed in detail along with their implications for further research and classroom practice

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Rutström, Linnea. "Los efectos del bagaje multilingüe en la actitud lingüística y en la motivación para adquirir una lengua extranjera." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165409.

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Este estudio se dedica a investigar los posibles efectos de un bagaje multilingüe en: (1) las actitudes ante el multilingüismo en general, y, más concretamente ante el español como lengua extranjera, (2) en la capacidad de crear autoimágenes ideales multilingües y como hablantes de español y, finalmente (3) en el esfuerzo intencional de adquirir español como lengua extranjera. Como parte del marco teórico del presente estudio se ha utilizado el componente yo idealdel sistema del yo motivacional de L2, proporcionado en primer lugar por Dörnyei (2005), pero ampliado en nuestro estudio para incluir el nuevo paradigma multilingüe. A través del método cuantitativo, en este caso una encuesta, se han analizado las respuestas de dos grupos de alumnos suecos. Un grupo del alumnado tiene el sueco como lengua materna y el otro grupo tiene un bagaje multilingüe, es decir, tiene otra lengua materna. Los resultados indican que el bagaje multilingüe, en esta selección de participantes, afecta positivamente todas las dimensiones estudiadas, aunque en la primera dimensión acerca de las actitudes, las diferencias son menos significativas. Lo más notable entre los resultados del estudio es la mayor capacidad que muestran los alumnos cuyo bagaje es multilingüe de no sólo crear un yo idealmultilingüe, sino también un yo ideal como hablante de español. Es este un resultado que ilumina el rol motivador del multilingüismo en la adquisición de lenguas y señala la necesidad de crear vías educativas que valoren y fomenten el multilingüismo dentro de la enseñanza de lenguas extranjeras.
This study is dedicated to investigating the potential effects of a multilingual background in: (1) attitudes displayed towards multilingualism in general, and more specifically towards Spanish as a foreign language, (2) the ability to create ideal, multilingual images of one’s self and of one’s self as a Spanish speaker, and (3) the intentional effort of acquiring Spanish as a foreign language. Part of the theoretical framework for this study comes from the ideal self from The L2 motivational self system, provided firstly by Dörnyei (2005), but herein expanded to include the new multilingual paradigm. Utilizing the quantitative method, in this case a survey, we have analyzed answers provided by two groups of Swedish students. One student group has Swedish as their mother tongue while the other has a multilingual background, meaning that they have a different mother tongue. The answers reveal that in this group of participants, the multilingual background has a positive effect on all three of the aspects studied, although in the first aspect concerning attitudes, the differences are less significant. What is most notorious about the study results is that the participants possessing a multilingual background have a greater ability to create not only an ideal, multilingual self but also an ideal Spanish speaking self. This fact highlights the motivational role that multilingualism plays when it comes to acquiring languages and it points out the need to create educational channels that value and encourage multilingualism within the teaching of foreign languages.

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Wohlgemuthová, Julie. "Návrh systému hodnocení zaměstnanců ve firmě GEOtest, a.s." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2011. http://www.nusl.cz/ntk/nusl-222825.

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This Master’s thesis deals with the process of employee evaluation in the company GEOtest, a.s. In the first part of the thesis are defined all the necessary theoretical findings needed to formulate proposals for the society. Practical part includes particular information about the company GEOtest, a.s. and the analysis of the current state of evaluation. Furthermore, the new concept of the system of evaluation in accordance with the corporate needs is presented, including the link up of the system and recommendation for its implementation.

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Guo, Lan. "Self-determination theory of motivation and performance management systems." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Fall2007/l_guo_080307.pdf.

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Rodgers, Kelly A. "Black students at predominatly white institutions a motivational and self-systems approach to understanding retention /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/6011.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 16, 2007) Vita. Includes bibliographical references.

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Popkin, Kashieka N. "Higher Education Students' Perspectives on the Influence of Computer-Based Instructional Systems on Self-Efficacy and Motivation." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538708/.

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This dissertation aims to identify undergraduate students' perspectives concerning the effectiveness of CBI environments as an instructional tool, and the influence it has on their self-efficacy and motivation. Data was collected from 221 participants from two midwestern universities. A convergent mixed-method research was conducted using a Likert-style survey and semistructured interviews. Stepwise regression, Pearson correlation coefficient, effect sizes and thematic analysis were used to identify significant relationships between variables, and find recurring themes. It was found that over 70% of the student population had positive attitudes towards the use of CBI environments with a mean of 3.5 on a 5-point scale. Students who had a high mean attitude towards CBI systems also had a high mean self-efficacy score. Secondly, four models emerged which suggests that; the value student assign to tasks, the control over the CBI environment, control over their learning, and motivation are significant factors (p>.50) that affect their self-efficacy. Finally, it was found that students' motivation is affected by instructional components, challenges, lack of instructor presence, and feedback. It can be concluded that varying factors that can affect how students' perceive the courses and their abilities, and the implementation of adaptive CBI systems maybe an option to meet students' diverse instructional needs. Future research recommendations are (1) if professors pacing of activities within a CBI affect students' self-efficacy when course semesters vary, and (2) if the lack of professor control over activity design negatively impacts students learning and motivation.

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Olow, Christofer, and Sanna Masser. "Effektivitetens mjuka sida i tillverkande företag." Thesis, Högskolan i Skövde, Institutionen för handel och företagande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12676.

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Tillverkningsföretag har länge strävat efter att uppnå en så hög effektivitet som möjligt i sin produktion. Detta har bland annat skett genom att effektivisera processer och minimera processernas kostnader. Rationaliseringen, tillsammans med forskning avseende psykologi, har haft ett arbetsorganisatoriskt fokus under åren. Framförallt utvecklades en hel del teorier inom motivation i arbetsorganisationer. Tidigare motivationsteorier ser yttre och inre motivation som additiv till varandra. Det innebär att de monetära belöningssystem som många företag etablerat bara tillfredsställer den yttre motivationen, därefter är det upp till individen att uppfylla den inre motivationen. Self-determination theory ser istället faktorerna som interaktiva där chefen, som extern motivationsfaktor, kan påverka den inre motivationen hos arbetstagaren. Ansvaret ligger därför hos chefen för att se till att motivationsförhållanden föreligger och att en ständig förbättringsprocess pågår inom bolaget. Misslyckas chefen kan det ofta leda till omotiverad personal och sämre effektivitet. Chefen är den som ställs inför uppgiften att främja den inre motivation hos sina arbetstagare men frågan kvarstår hur chefen ska gå tillväga. Studien syftar till att se till de mjuka faktorerna genom att analysera vilket beteende en chef kan anta för att tillmötesgå arbetstagares inre motivationsbehov i tillverkningsföretag. För att undersöka detta genomfördes en kvalitativ studie med en deduktiv tyngdpunkt. Det var intressant för studien att analysera tillverkningsföretag med monotona arbetssätt. Fyra bolag kom att medverka i studien där skillnader i både produktionsstorlek och produktion förelåg. Därmed finns det även skillnader i hur monotont arbetssättet är mellan de olika företagen. Genom intervjuer med arbetstagare och chefer kunde studien utläsa samband relaterat till ett specifikt beteende och analysera detta för att besvara studiens syfte. Studien kom fram till att eftertraktat beteende hos en chef, för att inre motivation ska främjas, är att chefen ska vara engagerad i arbetsprocessen och se individen i produktionen. Detta görs genom att uppskattning och uppmuntran till delaktighet genom bland annat förslagssystem sker kontinuerligt.
Manufacturing companies have for a long time strived to achieve the highest efficiency in their production. This has been achieved by streamlining processes and minimizing process’ cost. The rationalization, along with psychology has had a work organizational focus over the years. Especially has a lot of theories concerning psychology in the workplace been developed. Earlier motivations theories saw extrinsic and intrinsic motivation as additive to each other. This means that a company's monetary reward system only cater to the external motivation to a certain point, then its up to the individual to meet the internal need of intrinsic motivation. In contrary to the earlier motivation theories, Self-determination theory sees an interaction between extrinsic and intrinsic motivation, where the manager serve as a external motivator, who can influence the worker’s intrinsic motivation. Therefor lies the responsibility in the manager hands to ensure that motivations conditions exist and a continuous improvement process is going on within the company. If the managers fail in accomplishing this, it can often lead to unmotivated staff and poor efficiency. The manager is the one who’s faced with the task of promoting the workers intrinsic motivation, but the question remains how the managers should proceed. The study aims to analyse which behaviour a manager can adopt to meet the worker’s need for intrinsic motivation within a manufacturing company. To examine this, the study came to use a qualitative study method with an emphasis towards a deductive approach. It was interesting to analyse manufacturing companies with monotonous work. Four companies came to participate in the study, where differences in both production scale and production existed. Through interviews with managers and workers the study could deduce a correlation on a specific behaviour and analyse it to answer the purpose of the study. The study found that coveted behaviour that managers could adopt to promote intrinsic motivation among the workers is, engagement in the workplace and the manufacturing process that is executed by the workers, and therefore see the individual in the process of the production. This is done with appreciation and encouragement for participation by including suggestion system in the company and ensures that suggestions are continuous.

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Baxter, Daniel. "The Relationships between Motivation, Goals, and Sanctions in Determining Levels of Cooperation over Diminishing Resources." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36204.

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Environmental degradation and biodiversity loss are worldwide problems caused by human activities, which can often be classified as a resource dilemma. This thesis examines one of the more studied interventions in social dilemmas for increasing cooperative behaviour, namely sanctioning systems, in conjunction with one of the least studied factors in this area, i.e., intraindividual motivation and goals. Across three studies, and using Self-Determination Theory (SDT) as a framework, this thesis examines the relationships between motivation, goals, sanctioning systems and proenvironmental behaviour (PEB) in a resource dilemma (RD). The resource dilemma used in this thesis was a virtual, iterated, 2-person partnered design where each participant was required to make decisions about recreational fishing harvests in a small, private lake with an inferred partner. The ‘partner’ was not real, but was simulated by the program in order to maximize experimental control. Study 1 used mediational analysis to demonstrate that quality of motivation will affect goal content, and goal content will predict proenvironmental behaviour in an RD. Study 2 introduced a centralized sanctioning system to the RD, and found that this type of sanctioning system increased PEB in the RD when added, and decreased PEB when removed, concomitantly affecting the quality of participant motivation. Study 3 introduced a decentralized sanction system to the RD concomitant with pre-written communication for/against the inferred partner. Results demonstrated that self-determined motivation positively predicted the use of positive feedback messages, and negatively predicted the use of monetary sanctions. The results of this thesis expand upon SDT, and point to the potential importance of thorough examinations into the relationship between motivation and cooperation in RDs, and the importance of intraindividual factors in RD research. Moreover, it highlights the potential benefits and drawbacks of relying on sanctioning systems to increase PEBs in RDs.

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E, Block Hanna, and Eva Forssell. "Hur påverkas den autonoma och kontrollerade motivationen av budgetlös styrning?" Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21256.

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Syfte: Med utgångspunkt från Self Determination Theory belysa hur den autonoma och kontrollerade motivationen påverkas hos medarbetare då företag arbetar budgetlöst med avseende på decentralisering, målstyrning och belöningssystem. Metod: Studien har utgått från ett hermeneutiskt perspektiv där fenomenet som studerats ses vara av socialkonstruktivistisk art. Teori och empiri har arbetats fram iterativt med hjälp av abduktion där grunden för studien har varit i form av en fallstudie med ett kvalitativt angreppssätt genom semistrukturerade intervjuer. Intervjuguiden används som utgångspunkt vid kategoriseringen i empirin vilket analysen baseras på. Resultat & slutsats: Studien tyder på att decentralisering och målstyrning inom budgetlös styrning främst påverkar den autonoma motivationen. Gällande belöningssystem gav inte studien något entydigt resultat men vissa indikationer på att det fanns en risk för att en kontrollerad motivation skulle kunna uppstå. Förslag till fortsatt forskning: Till vidare forskning inom budgetlös styrning föreslår vi att undersöka belöningssystem ur ett ledningsperspektiv och påverkan på deras motivation samt att undersöka huruvida det finns ett samband mellan principerna bakom en fungerande decentralisering och motivation. Studiens bidrag: Teoretiskt bidrar studien med att decentralisering och målstyrning påverkar den autonoma motivationen positivt medans belöningssystem kan bidra till att kontrollerad motivation uppstår. Praktiskt bidrag visar att decentralisering och målstyrning ökar möjligheten till eget ansvar och beslutsfattande, detta bör dock företag arbeta mer aktivt med.
Aim: Based on the self-determination theory shed light on how the autonomous and controlled motivation affects the employees in companies using beyond budgeting regarding to decentralization , management by objectives and reward systems. Method: This study has a hermeneutic perspective with a base of social constructivism. The theory and the empirical material have been approached iteratively with the help of abduction method. The design of the study is a case study with a qualitative approach using semi-structured interviews.The interview guide is used as the basis for categorization of empirical data which the analysis is based upon. Result & Conclusion: The study suggests that decentralization and management by objectives using beyond budgeting primarily affects the autonomic motivation. Current reward system did not show any unequivocal results but some indications that there was a risk that a controlled motivation could arise. Suggestions for future research: For further research in Beyond Budgeting, we propose to investigate the reward system from a management perspective and the impact on their motivation and to investigate whether there is a connection between the principles behind the functioning of decentralization and motivation. Contribution of the thesis: From a theoretical point of view, this study contributes to decentralization and management by objectives primarily affects the autonomous motivation while the reward system may contribute to controlled motivation. Practical contribution shows that decentralization and management by objectives within Beyond Budgeting increases the possibility of personal responsibility and decision-making, this should companies work more actively with.

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Vartanian, Susanna, and Moa Dahlberg. "Användargenererat innehåll på digitala marknadsplatser : En fallstudie om användarupplevelse och motivation." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104987.

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Digitala marknadsplatser är digitala plattformar baserade på användargenererat innehåll. De är svåra att etablera då de huvudsakligen är beroende av användarens motivation och fria vilja att bidra med innehåll. Syftet med kandidatuppsatsen är att utforska och förvärva kunskap om användare av digitala marknadsplatsers perspektiv på den nuvarande utformningen av en digital marknadsplats. Målet med studien är att rekommendera designriktlinjer genom interaktionsdesign. Baserat på användares önskade egenskaper hos en förbättrad design av den digitala marknadsplatsen, som kan motivera användare att bidra med användargenererat innehåll. En kvalitativ ansats med en fenomenologisk forskningstradition har tillämpats för att besvara forskningsfrågorna, detta genom en gruppintervju med en fokusgrupp. Ett strategiskt urval görs, baserat på fem individer med tidigare kunskap om den digitala marknadsplatsen. För att analysera data tillämpas en tematisk analys, som sedan sammanställs i form av ett affinitetsdiagram. Self-determination Theory (SDT) tillsammans med en litteraturöversikt med fokus på områden inom marknadsplatser, användargenererat innehåll (UGC) och marknadsplatsdesign utgör en teoretisk ram som används för att förstå, tolka och diskutera forskningsresultaten. Forskningsresultaten visar att användare måste förses med enkla verktyg för att bidra med användargenererat innehåll. De känner sig också motiverade att bidra med innehåll när systemet består av ett gränssnitt med få steg, vilket gör det enkelt att interagera med andra användare. Genom att dela med sig av sina erfarenheter upplever användaren en känsla av samhörighet och gemenskap, vilket även ökar motivationen att bidra. Slutligen visar studien att anpassa designen av den digitala marknadsplatsen till specifika användare och deras behov, ökar användarens motivation att bidra med användargenererat innehåll.
Digital marketplaces are digital platforms based on user-generated content. They are difficult to be established as they mainly depend on users’ motivation and free will to contribute with content. Thus, the purpose of this bachelor thesis study is to explore and acquire knowledge about digital marketplace platform users’ perspectives of the current design of a digital marketplace platform. The aim of the bachelor thesis research is to recommend interaction design guidelines. Based on users’ desired characteristics of an improved design of the digital marketplace platform that could, subsequently, motivate users in contributing user-generated content. For the research, a qualitative approach with a phenomenological tradition is followed. The empirical data is collected through a focus group interview with five purposively selected participants that have previous knowledge of the digital marketplace platform. To analyze the data, a thematic analysis is applied, which is, then, compiled in the form of an affinity diagram. Self-Determination Theory (SDT) along with a literature review focusing on areas within marketplaces, user-generated content (UGC) and, marketplace design, formulate a theoretical framework that is used to understand, interpret and discuss the research findings. The research results show that users feel motivated to contribute content when simple tools are provided to them. Furthermore, users feel motivated to contribute content when the system consists of an interface with few steps, which enables easy interaction with other users and sharing of their experiences by giving them the feeling of belonging to a community. Finally, adapting the design of the digital marketplace platform to specific users and their needs inspires and increases the motivation of users to contribute with user-generated content.

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Karlsson, Lalander Ida. "Designa för välmående : en meta-analys över anställdas engagemang genom sociotekniska system." Thesis, Högskolan Kristianstad, Avdelningen för design, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-18302.

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Alla människor är egna individer och dessa individuella skillnader påverkar hur vi upplever sociotekniska system. Det finns en problematik bland system inom organisationer nämligen att systemen inte lever upp till organisationers förväntningar. Sett ur ett perspektiv av välmående anställda innebär det att systemen inte uppfyller de psykologiska grundbehoven tillhörighet, kompetens och autonomi. Det finns ett flertal färdiga sociotekniska system på marknaden vars syften är att bidra till ökat välmående bland anställda inom organisationer. Problematiken med färdiga sociotekniska system är att de inte innehar samma grad av flexibilitet till organisationers specifika behov som ett nytt sociotekniskt system. Samtidigt finns en problematik i designprocesser av nya sociotekniska system där den sociala och tekniska kontexten inte anammas som en helhet på grund av att metoder inom sociotekniska system inte har tillräcklig sammanhållning. System som inte designas med hänsyn till anställdas välmående kan orsaka arbetsrelaterad stress. För att motverka den här problematiken har det här examensarbetet gjort en litteratursökning med perspektiv ur informatik, psykologi och Human Resources. Utifrån litteratursökningen har kriterier för sociotekniska system formulerats och applicerats på färdiga sociotekniska system. Jämförelsen resulterar i en djupare diskussion av två sociotekniska system som uppfyller flertalet kriterier men samtidigt visar på en problematik som främst berör att tillräcklig hänsyn inte har tagits till personliga möten och individuella skillnader. Resultatet av diskussionen mynnar ut i ett antal designprinciper som lägger grund för vidare forskning och belyser utvecklingsmöjligheter inom sociotekniska system i relation till välmående anställda inom organisationer.
All people are own individuals and our individual differences affect how we experience a sociotechnical system. There is a problematic situation among systems where they cannot live up to the expectations of organizations. From a wellbeing perspective it implies that the systems do not fulfill our fundamental psychological needs which are competence, autonomy and relatedness. There are some finished sociotechnical systems whose purpose are to contribute to increased wellbeing among employees in organizations. The issue regarding finished sociotechnical systems is that it cannot adopt to organizations needs the same way a new sociotechnical system could. Also, there is another problematic situation with processes of design among new sociotechnical systems where not enough consideration is taken to the social and technical context as a unit because there is a disconnection between methods regarding socio technical systems. When systems are not designed with enough consideration to wellbeing among employees it can cause stress related to work. This examination has taken the perspectives of informatics, psychology and Human Resources to counteract this problem. Criterias have been formulated from the results of the literature search to be applied to finished sociotechnical systems. Two of the finished sociotechnical systems fulfilled most of the criterias but a problem was still highlighted since not enough consideration have been taken to personal meetings and individual differences. The result of the discussion ends up in design principles which build a ground for further research and opportunities of development among sociotechnical systems in relationship to wellbeing among employees in organizations.

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Nieznaj, Joanna. "Gamification for the long-term unemployed youth : Digital concept ideas for increasing motivation in the Swedish Welfare System." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177665.

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Young unemployed individuals have often been struggling from an early age with disabilities or unfortunate circumstances, which makes their journey to employability unique. It is crucial that the individuals stay motivated to change and overcome hardship on their road to self-sufficiency. This thesis aims to understand how to motivate young long-term unemployed individuals through the lens of Self-Determination Theory and propose digital gamification concepts that can increase the users’ employability. Qualitative in-depth interviews were conducted with long-term unemployed individuals and occupational therapists. The analysis of the interviews pointed to several behavioral and motivational needs which gamification can fulfill by increasing the sense of autonomy, competence, and belonging for the individual. Three design concepts exemplifying this application were created and show that there are several motivational needs of the young long-term unemployed, that potentially can be met in a digital context.

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Aminoff, Erik, and Gabriel Wallén. "Gamifications påverkan på motivation att läsa hos barn." Thesis, Luleå tekniska universitet, Datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-80743.

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Studien avser att undersöka tillämpningen av gamification för att främja motivationen hos barn till att läsa böcker. För att mäta den upplevda inre och yttre motivationen användes det populära ramverket Self-determination theory. I studien undersöktes effekterna de tre frekvent använda designelementen poäng, ledartavla och avatarer genom att implementeras i en webbtjänst som användes för att registrera lästa böcker. Poängen samlades ihop genom att deltagaren läste och recenserade böcker, progressionen visualiserades på en ledartavla där poängen jämfördes med andra klasser, och avatarerna kunde uppgraderas successivt allt eftersom poängen stiger. Analysen visade hur respondenterna uppfattade respektive spelelement i tjänsten utifrån motivationsteorin Self-determination theory. Den visade även hur deras upplevelser skiljer sig i samband med de olika elementen, men att den överlag stämmer överens med den tidigare forskning som gjorts inom andra kontext. Slutsaten som drogs från studien var att resultatet och analysen indikerade att spelelementen avatarer, leaderboards och poäng kan skapa motivation att läsa hos elever mellan 7-11 år. Den visade även på att eleverna hade olika uppfattningar och påverkades olika av de olika elementen i tjänsten.

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Alasousi, Naser. "The effects of the Kuwaiti credit system and two-session system in relation to test anxiety, achievement motivation, self-esteem and socioeconomic status on academic achievement." Thesis, University of Manchester, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488428.

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Boulos, Hani Nagati. "Purposing: How Purpose Develops Self Organizing Capacities." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1512744639229305.

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Lockhart, Tony F. "Increasing motivation by adapting intelligent tutoring instruction to learner achievement goals." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39556.

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The impact of affect on learning and performance has caused many researchers in the field of cognitive psychology to acknowledge the value of motivationally supportive instruction. Goal orientation, which refers to the perceptions and behaviors of the learner in achievement situations, has been the most predominant theory in learning motivation. However, research suggests multiple components are responsible for affecting student cognitive engagement. The traditional framework distinguishes individuals who are self-motivated to master challenging tasks from those who are motivated to earn favorable judgments of performance as intrinsic and extrinsic learners, respectively. In addition, learners may be further categorized by an eagerness to ensure a positive outcome or by their vigilance in avoiding negative outcomes. As such, my research explores how these motivational categories can be utilized to construct a more robust instructional model. The objective of this research is to evaluate the effectiveness of adaptive remediation strategies on motivation and learning performance. Research suggests the cost of integrating cognitive tasks with error analysis outweigh the benefits of sparse learning gains. However, further investigation is required to understand how feedback can improve these outcomes. The experiment presented here seeks to evaluate the adaptive instruction of two pedagogical agents embedded within two separate versions of the Virtual BNI Trainer. The basic coach uses a model of the learner's experience level to determine an appropriate level of elaboration required during remediation. In contrast, the motivationally enhanced coach uses a model of the learner's goal orientation to construct feedback that appeals to their natural disposition. A controlled experiment was conducted to evaluate the effects of adaptive instruction on student self-efficacy, engagement, and learning performance in the Virtual BNI Training Environment. The results of this experiment are used to establish guidelines for integrating goal orientation, error analysis, and feedback within a virtual coach, to improve motivation and learning performance. In addition, these findings also indicate areas for future research.

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Adam, Andréa. "L'évolution et l'orientation de la motivation intrinsèque et extrinsèque chez les élèves roumains." Thesis, Montpellier 3, 2011. http://www.theses.fr/2011MON30001/document.

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L’objectif principal de cette thèse était de mettre en évidence l’évolution et l’orientation de la motivation intrinsèque et extrinsèque des élèves roumains tout au long du second cycle d’enseignement secondaire général. Depuis plusieurs années la théorie de l’autodétermination (Deci et Ryan, 1985b, 2000) a été utilisée afin de mieux comprendre le comportement des élèves en milieux scolaire. Ryan et Deci distinguent la motivation intrinsèque et la motivation extrinsèque qui diffèrent selon le type de récompense rattachée à l’activité. La théorie de l’autodétermination repose sur trois besoins psychologiques fondamentaux : l’autonomie, la compétence et la relation à autrui. Les déterminants psychologiques familiaux (parents), institutionnels (professeurs) et écologiques (système scolaire compétitif et évaluatif) sont aussi susceptibles d’influencer l’orientation motivationnelle de l’élève. Une première étude s’est attachée à analyser l’orientation et l’évolution de la motivation intrinsèque et extrinsèque. Les résultats présentent les élèves comme plus motivés extrinsèquement plutôt qu’intrinsèquement. De plus les deux formes de motivation diminuent tout au long de leur cursus scolaire. Une seconde étude s’est employée à mesurer le degré d’influence des trois besoins psychologiques sur la motivation intrinsèque des élèves. Les résultats ont montré que le besoin d’affiliation était le plus fortement corrélé positivement à la motivation intrinsèque. Les deux dernières études ont visé à mettre en évidence la relation entre le sentiment d’autonomie des élèves exercé par les parents et les professeurs et leur motivation intrinsèque. Les résultats confirment l’influence positive de ces deux déterminants sur la motivation intrinsèque des élèves. Enfin ces résultats seront discutés notamment sur le rôle des déterminants psychologiques dans cette recherche et dans le cadre des travaux sur la normativité de la motivation intrinsèque
The main objective of this thesis was to highlight the evolution and direction of the intrinsic and extrinsic motivation of Romanian pupils throughout the second cycle of general secondary education. For several years the self-determination theory (Deci and Ryan, 1985b, 2000) was used to better understand the behavior of students in the school. Ryan and Deci distinguish intrinsic motivation and extrinsic motivation that vary by type of reward attached to the activity. Self-determination theory is based on three basic psychological needs: autonomy, competence and relatedness. The psychological determinants family (parents), institutional (college), and environmental (school system competitive and evaluative) are also likely to influence motivational orientation of students. A first study has sought to analyze the direction and evolution of the intrinsic and extrinsic motivation. The results show the students as more extrinsically motivated rather than intrinsically. In addition, both forms of motivation decrease throughout their school career. A second study aimed to measure the influence of the three basic psychological needs on the intrinsic motivation of students. The results showed that the need for affiliation was most strongly correlated positively to intrinsic motivation. Two recent studies have sought to highlight the relationship between perceived autonomy of students by parents and teachers and their intrinsic motivation. The results confirm the positive influence of these two determinants on the intrinsic motivation of students. Finally, these results will be discussed including the role of psychological determinants in this research and the work on the normativity of intrinsic motivation

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Wyszynska, Ewelina, Christer Norbäck, and Henrik Pettersson. "Arbetsmotivation vid komplexa och icke-komplexa arbetsuppgifter." Thesis, Linnéuniversitetet, Institutionen för ekonomistyrning och logistik (ELO), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35864.

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Syftet med denna uppsats var att fastställa om och hur arbetsuppgifternas komplexitetsgrad påverkar vad de anställda motiveras utav. Vidare undersöktes vilka preferenser de anställda med arbetsuppgifter av olika komplexitetsgrad hade gällande icke-monetära belöningar. Det studerades även till vilken grad cheferna var medvetna om deras anställdas preferenser. Utifrån det teoretiska perspektivet ska de anställda med komplexa arbetsuppgifter motiveras utav inre faktorer såsom beröm, utveckling och ökad självständighet. Anställda med icke-komplexa arbetsuppgifter ska då påverkas utav yttre faktorer som lön och spontana materiella belöningar. Studien genomfördes på två fallföretag med en population utav 60 anställda med icke-komplexa arbetsuppgifter samt 30 anställda med komplexa arbetsuppgifter med en svarsfrekvensen på 57%. Resultatet bekräftar att personer med komplexa arbetsuppgifter upplever inre motivation samt att personer med icke-komplexa arbetsuppgifter upplever yttre motivation. Det är snarare tillgången till en viss typ av motivation än själva arbetsuppgiftens komplexitetsgrad som avgör vad anställda motiveras av.
The purpose of this thesis was to determine whether and how the level of complexity within work task affects what employees are motivated by. Moreover, was the purpose to investigate what preferences the employees with different level of complexity in their work task had regarding non-monetary rewards. The degree to which the executives were aware of their employees preferences regarding non-monetary rewards was also examined. Based on theoretical perspectives should the employees with complex work tasks be motivated by intrinsic factors such as praise, growth and increased autonomy. The employees with non-complex work task should be affected by extrinsic factors such as salary and spontaneous material rewards. The study was carried out on two case companies with a population of 60 employees with non-complex work tasks and 30 employees with complex work tasks with a response rate of 57%. The results of this study confirm that people with complex work tasks experience intrinsic motivation whereas those with non-complex work tasks experience extrinsic motivation. The result concludes that it is the access to a certain kind of motivation rather than the complexity of work task which determines what the employee is motivated by.

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Agtarap, Stephanie. "Determinants of Effort and Associated Cardiovascular Response to a Behavioral Restraint Challenge." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822752/.

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This study directly tested implications of motivation intensity theory on effort to restrain against a behavioral urge or impulse (i.e. restraint intensity). Two factors were manipulated—magnitude of an urge and the importance of successfully resisting it—with cardiovascular (CV) responses related to active coping measured. Male and female undergraduate students were presented with a mildly- or strongly evocative film clip with instructions to refrain from showing any facial response. Success was made more or less important through coordinated manipulations of outcome expectancy, ego-involvement, and performance assessment. As expected, systolic blood pressure responses assessed during the performance period were proportional to the evocativeness of the clip when importance was high, but low regardless of evocativeness when importance was low. These findings support a new conceptual analysis concerned with the determinants and CV correlates of restraint intensity. Implications of the study and associations with current self-regulatory literature are discussed.

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Hjerpe, Östlind Victoria, and Matilda Rådström. "Diamanter eller empati : En studie om monetära och icke-monetärabelöningssystem inom offentlig sektor." Thesis, Karlstads universitet, Avdelningen för företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78943.

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Inledning: Tidigare studier visar att det måste finnas en balans mellan monetära och icke-monetära belöningar. Då den offentliga sektorn finansieras med skattemedel är dock möjligheten till monetära belöningar begränsad vilket kan ha en påverkan på belöningssystemets balans. Studiens syfte är således att undersöka eventuella skillnader mellan monetära och icke-monetära belöningssystem kopplat till motivation samt hur balansen mellan dessa uppnås inom offentlig sektor. Litteraturgenomgång: Under denna rubrik upphämtas information om olika motivationsteorier som bland annat Maslow (1943) och Herzberg (1968) har gjort. Sedan upphämtas även information om motivationsteorierna Public Service Motivation och Self Determination Theory. Det ges även en genomgång på vad belöningssystem, monetära belöningar samt icke-monetära belöningar är samt en presentation av belöningssystem inom offentlig sektor.Metod: För att besvara studiens frågeställningar används en kvalitativ ansats genom semistrukturerade intervjuer. Detta eftersom medarbetarnas upplevelser av belöningssystemet skulle undersökas. Urvalet består av ekonomer anställda i två svenska kommuner (Sunne/Torsby). Resultat: Studien visar att monetära belöningar inte har någon större påverkan på medarbetarnas motivation i deras dagliga arbete men att icke-monetära belöningar både påverkar deras prestation och effektivitet i arbetet. Bristande monetära belöningar kan dock vara en anledning till att lämna offentlig sektor. Analys, diskussion och slutsats: Slutsatsen dras att monetära belöningar är en förutsättning för att arbeta och för att inte känna missnöje och att den begränsade möjligheten till monetära belöningar inte har någon större inverkan på medarbetarnas motivation. De icke-monetära belöningar agerar däremot som motivatorer i större utsträckning och har en chans att nå medarbetarnas inre motivation.
Introduction: Former studies shows that it must be a balance between monetary and non-monetary rewards. The public service is financed with tax assets which sets an limitation of how much monetary rewards you can get, which also can affect the balance in the reward system. The study aims to explore if there are any differences between monetary and non-monetary rewards connected to motivation and how the balance between these can be achieved within the public service. Literature review: Within this heading are a few motivation theories, such as Maslow (1943) and Herzberg (1968) presented. The chapter also present information about the motivation theories Public Service Motivation and Self Determination Theory. Furthermore, explanations of the study’s central concepts reward system, monetary rewards and non-monetary rewards are given. This is followed by a presentation of previous research that examines different perspectives of public service reward systems. Method: To reciprocate the issues of the study, a qualitative approach through semi-structured interviews is applied. This because of the study’s purpose that aims to analyze the public service coworkers’ experiences of the reward system. The respondents are economists employed within two Swedish municipalities.Result: The study shows that monetary rewards have no significant impact on employees’ motivation in their daily work but that non-monetary rewards affect both their performance and efficiency in the work. However, lack of monetary rewards can be a reason to leave the public sector. Analysis, discussion and conclusion: It is concluded that monetary rewards are a prerequisite for working and not feeling dissatisfaction, and that the limited opportunity for monetary rewards has no major impact on employee’s motivation. The non-monetary rewards, on the other hand, act as motivators to a greater extent and have a chance to reach employees’ inner motivation.

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Visgatis, Brad. "English-Related Out-of-Class Time Use by Japanese University Students." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/293717.

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Teaching & Learning
Ed.D.
This project explored aspects of English-related out-of-class time use by Japanese university students. The aim was to identify the salient temporal and motivational features of the episodes. The study had three parts, two longitudinal components and one cross-sectional component. Data from these three components consisted of out-of-class English time use information collected through a time diary (8,838 episodes). The episode data was collected from longitudinal study participants (n = 125) and cross-sectional study participants (n = 642) who maintained the time diary for at least one week. Data also include interviews with longitudinal participants (n = 40) about their time use and motivation and motivational information collected through an L2 motivational self system survey administered to cross-sectional study participants (n = 1,399) that was modeled after the survey developed by Taguchi, Magid, and Papi (2009). Two sets of time use and interview data were collected longitudinally (one semester per dataset) through Longitudinal Study 1 (ninitial = 66, nfinal = 15), which included participants from three universities in Western Japan, followed by Longitudinal Study 2 (ninitial = 59, nfinal = 25), which included participants from two universities in Western Japan. Interviews were with participants from these studies. Participants maintained a record of their out-of-class English-related time use during the semester. These data provide an overview of the out-of-class time use of Japanese university students during a full Japanese academic year. Longitudinal Study 1 data were collected during the fall semester, the second term at Japanese universities. Longitudinal Study 2 data were collected during the spring term, the initial term. Longitudinal Study 1 participants reported 2,529 episodes and Longitudinal Study 2 participants reported 3,322 episodes of out-of-class English access during the study period. One interview was held with the Longitudinal Study 1 participants (n = 15), at the end of fall semester. Two interviews were held with Longitudinal Study 2 participants (n = 25), one during the term and one following summer holiday. Data were examined for their temporal patterns and the contextual and affective features of the time use episodes. The cross-sectional component collected data from participants (n = 1,399) at 11 universities in Western Japan. These participants provided data for the motivational survey (n = 1,399) and at least one week of out-of-class English time use (n = 642) data. The participants in the cross-sectional study reported 2,987 out-of-class English access episodes. Episode data for all three components (K = 8,838) and the motivational survey data (n = 1,399) were analyzed at the person, group, and amalgamated episode levels for the patterns of participants' time use using ANOVA and nonparametric procedures. The data were also examined using nonparametric procedures (Kruskal-Wallis) to exam the affective variables (anxiety, enjoyment) by the contextual variables (purpose, location, persons present) of that time use. The episode data regarding participants' (n = 1,399) time use and motivational survey data were analyzed using ANOVA, factor, Rasch, multiple regression analyses, and structural equation modeling. The analyses of the time use data considered the temporal features of the episodes (time of day, day of week, hebdomadal pattern), the contextual features of the episodes (purpose, location, persons with), and the affective features of the time use (enjoyment, anxiety). The analyses of the motivational data considered two models of the L2 motivational self system, an intention to learn model (ILM) and a time use model (TUM). The ILM replicates the model found in the final solution proposed by Taguchi et al. (2009) for their model of the L2 motivational self system. In this model, the outcome factor is Intention to Learn, a factor labeled Criterion Measures by Taguchi et al. In the TUM, the outcome factor of Intention to Learn is replaced by actual time use on out-of-class English access. Time use results from all three components of this study indicated most out-of-class episodes occur when the participant is alone at home either studying or listening to English music. The most typical episode was listening to music, either alone at home or while commuting. A similar pattern of out-of-class English access was found for participants in all three components of this study. Study-related episodes were not considered enjoyable but also were not seen as causing anxiety. The amount of out-of-class time varied widely between participants, with one longitudinal study participant devoting 40 hours per week to English outside of class. For longitudinal study participants, the time use episode data, along with interviews, indicated that habit was a primary driver of out-of-class English access, with participants showing stable patterns of time use, whether for enjoyment or study, during the term. For the most part, once participants in the longitudinal components for this project had established a routine it remained fairly consistent during the term. The interviews clarified the initial motivators and drivers of the participants' English-related out-of-class time use. Interviews also confirmed the importance of habit in out-of-class time use patterns. Moreover, the interviews also indicated that the participants' L2 motivation was set in junior high school, though initial interest may have begun much earlier. Moreover, results from the three components showed that none of the participants met the time requirements of the Japanese Ministry of Education, Sports, Technology and Culture (MEXT, 2002, 2009b) for out-of-class time allocated to study for their English courses, a 2:1 ration, for every week that they participated in the study. Only a few of the participants met this requirement for out-of-class English access during any week of the study and only if all purposes, including enjoyment, were considered. This study also addresses the call that Dörnyei (2000) made for research examining the links between motivation and behavior in L2 learning. One unique aspect of this study is the use of a behavioral variable, Time Use, in addition to the survey-assessed latent trait, Intention to Learn, to explore the links between motivational profile and actual behavior. Motivational results show limited support for Taguchi et al.'s (2009) structural model following the same paths that they used in their model of the L2 motivational self system. More informative is the difference in the loading of the motivational profile factors on the outcome variable, Intention to Learn, which was the Criterion variable in Taguchi et al.'s final model, and the loading of the motivational profile factors on the measure of actual out-of-class time accessing English. Results show that Ideal L2 Self loaded strongly (.94) on the criterion, Intention to Learn, but much less strongly (.35) on actual out-of-class time use. However, the confirmatory factor analysis also indicated only a marginal fit to the model. Of importance, however, is that participants who rated highly on their Ideal L2 Self rated highly on the Intention to Learn, but not nearly as highly on actual time use on English. This suggests that responses on surveys of motivation to learn a second language are measures of intention and should not be used to predict or explain actual language learning behaviors. Like the results found by M. P. Eccles et al. (2012), who looked at intention and behavior in medical intervention studies and concluded that surveys targeting intention did not indicate actual behavior, language researchers might need to take a more critical approach to any interpretation of survey-based results as explaining actual learner behavior. This study set out to begin the process of understanding language learners' out-of-class time to language learning and exploring the links between out-of-class behavior and the learners' motivations. Through the longitudinal and the cross-sectional components, the study clarified the ways in which language learners use their out-of-class time allocated to second language access, the amount of time that they allocate, and the characteristics of this time use. It examined the connections between motivation and behavior and began the process of linking motivational studies with actual behaviors called for by Dörnyei (2000). If, as this study has suggested, there is little connection between the level of motivation and the type of motivated behavior that is being targeted, then researchers need to reconsider the current construction of such instruments and search for alternative ways to include actual measures of behavior in L2 motivational surveys. Given the large body of research on motivation in language learning, the results of this study indicate that researchers might want to consider ways include a measure of actual behavior or interpret results of surveys more conservatively when making claims of links between motivation and actual intention.
Temple University--Theses

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Privat, Hélène. "Étude des motivations au sélisme : dimensionnement, antécédents et influence sur la pratique séliste." Thesis, Brest, 2014. http://www.theses.fr/2014BRES0114/document.

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D'après le magazine Terra eco (2014),48% des français pratiquent régulièrement la consommation collaborative et 32% ont l'intention de le faire. Malgré l'engouement des consommateurs pour ces alternatives d'échanges, nous constatons comparativement assez peu d'études sur ce sujet en marketing. Cette recherche se propose donc d'analyser les motivations des membres des réseaux physiques de consommation collaborative, à travers l'étude du Système d'échange local (SEL). Le chapitre I propose un état des lieux du SEL, à travers son histoire, son étendue, son objet et son fonctionnement. Le chapitre 2 présente le SEL sous son approche académique. Par une revue de la littérature, il montre comment les différentes disciplines expliquent cette réalité. Il se penche plus précisément sur les déterminants au sélisme, et se termine par la proposition d'un modèle d'influence des motivations au sélisme et de leurs antécédents sur la pratique séliste. Le chapitre 3, par une analyse de l6 entretiens semi-directifs de sélistes, complète et enrichi le modèle. Le chapitre 4traite de la méthodologie employée pour le tester, Le chapitre 5 s'attèle à la création d'une échelle des motivations au sélisme, ainsi qu'à la validation des échelles de mesure du modèle. Le chapitre 6 se consacre enfin au test du modèle et à I'approfondissement des résultats. Cette étude quantitative se base sur un échantillon de 957 sélistes. Les principaux apports de notre thèse consistent : en une modélisation du comportement du séliste ; en la découverte de deux nouvelles motivations à faire partie d'un SEL : se distraire et s'enrichir intellectuellement; en la création d'une échelle de mesure des motivations au sélisme; en l'analyse de leur influence sur la pratique séliste ; et en la création d'une typologie de sélistes. Pour finir et sur la base de ces résultats, des préconisations managériales sont proposées aux SEL, aux entrepreneurs sociaux ou privés de réseau de consommation collaborative, ainsi qu'à l'État et aux collectivités territoriales
According to the magazine Terra Eco (20 I 4), 48%o of French people are regular users of collaborative consumption, and 32%o of them are considering doing it. Despite the consumer craze for those alternative exchanges, comparatively, only a few marketing studies on the topic are currently made, This research's aim is therefore to analyse the various motivations of members from a physical network of collaborative consumption through the study of the local exchange trading system (LETS). The first chapter is focused on a state of play of the LETS, through its history, its geographical extent, its aims and uses. The second chapter will observe the LETS under an academic point of view. Through a litterature review, it will show how the differents disciplines are explaining this reality. It will also highlight in details what is determining LETS practices, and will end up suggesting an influence model on motivations behind becoming a LETS member, and their antecedents to the LETS practice. The third chapter will strenghten the model by a deep analysis of l6 semi-directives interviews of LETS users. The fourth chapter will put a light on the methodology used to test it. The fifth chapter will define a motivation scale on why becoming a LETS member, and to validate the measuring scales of the model. The sixth chapter will finally test the model and dig the results deeper. This quantitative study is based on a sample of 957 LETS users. Our thesis main assets are: a modelisation of the LETS member behavior, the discovery of two new motivations to join a LETS-distraction and intellectual enrichment, the creation of a motivation scale behind the decision of joining a LETS, analysis of their influences on the LETS practice, and the creation of a LETS member typology. To conclude, and based on those results, we'll come up with managing advices to give to LETS, to social or private workers from collaborative consumption networks, and also to the State and to territorial collectivities

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Reeder, Elaine M. "Student Perceptions and Sense of Self-efficacy Regarding Interface Design and Consistency in an Online Learning Environment." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404572/.

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The purpose of this exploratory study was to investigate student perceptions of the design and consistency of the online learning environment in relation to motivation, satisfaction, and self-efficacy. Through surveys, think-aloud observation sessions, and reflection interviews, data were collected concerning student perspectives of design and consistency in the online learning environment. SPSS was used to process the survey data and a multi-step process was used to code the observations and interviews. Nine categories emerged from the analysis: (1) frustration; (2) excitement; (3) feeling of being lost; (4) confusion; (5) disgust; (6) positivity; (7); anxiety; (8) understanding; (9) action. The findings are discussed and recommendations for future research are provided to inform future development of online courses.

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Odisho, Sankhero, and Nordberg Kevin Rylander. "Effekter av spelifiering : På lärplattformen PING PONG." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12646.

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Spelifiering definieras som användningen av speldesignelement inom icke-spelsammanhang. Detta är ett koncept vars popularitet har ökat och fortsätter att öka. På senare år har spelifiering tillämpats inom utbildning men även andra områden som: marknadsföring, politik och interaktiva system. Studier har visat märkbar inverkan av spelifiering på användares beteende men trots detta finns det en brist på tillämpningar och forskning av spelifiering på informationssystem och undervisning. Avsikten med denna studie är att redogöra för vilka känslor studenter upplever när de använder sin primära lärplattform samt hur en spelifierad lärplattform skulle påverka studenters känslor och därmed deras studieupplevelse. Detta utförs genom en kvalitativ forskningsansats som baseras på semistrukturerade intervjuer med fem studenter vilket innehar en aktiv utbildning vid Högskolan i Borås. I samband med de semistrukturerade intervjuerna presenterades en interaktiv IT-artefakt i form av en prototyp där spelelement har tillämpats på studenternas primära lärplattform. Prototypen användes för att informanterna skulle kunna få en djupare förståelse kring vad spelifiering innebär och hur det skulle kunna se ut i praktiken tillämpat vid lärplattformen. Slutsatserna som presenteras tyder på att studenters studieupplevelse förbättras till viss del då det framkommer mer positiva känslor i samband med användningen av den spelifierade lärplattformen. Detta till skillnad från vad det gjorde i samband med användningen av den primära lärplattformen där spelifiering inte var tillämpat. De positiva känslor som uppstod bland studenterna var främst en ökad motivation, ett förbättrat självförtroende och en ökad gemenskap. Vissa delar av den spelifierade lärplattformen har framkallat negativa känslor såsom stress och prestationsångest. Slutsatserna tyder även på vad man som utvecklare behöver ta i åtanke för att undvika stress och prestationsångest bland studenterna. Vi finner i övrigt att slutsatserna är väsentliga för utvecklare till följd att lyckas med en praktisk tillämpning av spelifiering på en lärplattform där studenternas studieupplevelse ligger i huvudfokus.
Gamification is defined as the use of game design elements in non-gaming context. This is a concept whose popularity has increased and continues to increase. In recent years, gamification has been applied in education but also other areas such as: marketing, politics and interactive systems. Studies have shown a noticeable impact of gamification on user behavior, but despite this, there is a lack of applications and research of gamification applied on information systems and teaching. The purpose of this study is to describe what feelings students experience when using their primary learning management system and how a gamified learning management system would affect students' feelings and thus their study experience. This is done through a qualitative research assignment that is based on semi structured interviews with five students, which holds an active education at the University of Borås. In connection with the semi structured interviews, an interactive IT artefact was presented in the form of a prototype where game elements have been applied to the students' primary learning management system. The prototype was used to enable the informants to gain a deeper understanding of what gamification involves and what it could look like in practice applied to the learning management system. The conclusions presented indicate that students' study experience is improved to some extent as there are more positive feelings in connection with the use of the gamified learning management system. This is unlike what it did in connection with the use of the primary learning management system where gamification was not applied. The positive emotions that arose among the students were primarily an increase of motivation, improved self-esteem and an increased community. Some parts of the gamified learning management system have caused negative feelings such as stress and performance anxiety. The conclusions also indicate what developers need to keep in mind in order to avoid stress and performance anxiety among the students. We also find that the conclusions are essential for developers to succeed in the practical application of gamification on a learning management system where the students' study experience is the main focus.

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Hammarström, Sara, and Jonne Wikberg. "Gamification - digital design för att motiveralärande." Thesis, Högskolan i Halmstad, Akademin för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29438.

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Blended learning blir allt vanligare inom högskoleutbildningar och majoriteten av kurser äridag kopplade till onlineportaler. För att enkelt kombinera klassrumsundervisning medonline learning används olika learning management system (LMS). Lärare kan dock intealltid förlita sig på att studenterna har en inre motivation och entusiasm till att lära, det finnsdock möjligheter att påverka den inre motivationen med hjälp av yttre faktorer. Medgamification används yttre motiverande faktorer för att skapa en rolig och engagerandemiljö utan att påverka studiernas trovärdighet. Gamification innebär att komponenter avspeldesign används utanför spelkontexten. Detta kan leda till ökad motivation hos studenterna.För att förstå olika typer av motivation bättre används Self-determination theory (SDT).Utifrån spelelement som lyfts fram i litteratur bekräftar eller bestrider och kompletterardenna uppsats detta med en empirisk studie som utgår ifrån en gamifierad kurs på högskolenivå.Spelelementen analyseras med SDT för att se hur de påverkar de tre inre psykologiskabehoven. Utifrån detta skapades tre designmönster som är till för att stödja utvecklare ochadministratörer av LMS då en gamifierad kurs utformas.
Blended learning is becoming more common within university education and the majoritiesof courses today are connected to an online portal. To easily combine teaching in theclassroom with online learning different types of learning management systems (LMS) arebeing used. Even though teachers cannot always put their trust in the students’ intrinsicmotivation and enthusiasm for learning, it is possible to affect the intrinsic motivation withthe help of extrinsic factors. With gamification extrinsic factors are used to create a fun andengaging environment without affecting the credibility of the studies. Gamification meansthat components of game design are used outside the context of gaming. This can lead to anincrease in motivation for the students. To better understand different types of motivationSelf-determination theory (SDT) is used. Based on the gameplay elements identified inscholarly texts this thesis confirms or denies, and complements this with an empirical studybased on a gamified course at university level. The gameplay elements were analyzed withSDT to see how they affected the three intrinsic psychological needs. Based on this, threedesign patterns were created to support developers and administrators of LMS whenforming a gamified course.

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Gazel, Junior Marco Antonio. "Essays on behavioral economics of confidence, creativity and education." Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01E030/document.

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Cette thèse contribue à la littérature économique sur les compétences non cognitives essentielles pour la réussite de la vie, particulièrement pour la réussite scolaire. Elle comprend quatre essais basés sur des approches économiques comportementales et expérimentales, avec deux objectifs principaux. Le premier objectif est d’étudier deux compétences non cognitives, à savoir la confiance en soi et la créativité. Notre but est alors de comprendre les déterminants de la confiance en soi et l’impact de la créativité sur les résultats économiques. Le deuxième objectif est d’étudier comment le système scolaire influence les décisions éducatives, les résultats scolaires et la mobilité intergénérationnelle, secteurs où les compétences non cognitives peuvent jouer un rôle important, en particulier via leurs effets sur la confiance en soi et la motivation. Nous observons un impact important des capacités non cognitives sur le comportement et sur les résultats économiques, notamment en ce qui concerne les décisions éducatives. Tout nous montre à penser que fondamentalement les écoles s’inquiètent du développement de ces capacités non cognitives - et non pas seulement des capacités cognitives. Aider les élèves à avoir de meilleures estimations de leur confiance en soi, favoriser le développement du potentiel créatif, stimuler la motivation et l’effort devraient alors faire partie de l’éducation que les élèves reçoivent dans les écoles ; promouvant alors de meilleures décisions, de meilleurs résultats et une société plus équitable
This thesis contributes to the growing economic literature on noncognitive skills that are critical for life success, specially for academic success. It comprises four essays based on behavioral and experimental economics approaches, with two main objectives. The first objective is to study two noncognitive skills, namely self-confidence and creativity. We aim at understanding the determinants of self-confidence, and the impact of creative potential on economic outcomes. The second objective is to study how school systems impact educational decisions, educational outcomes and intergenerational mobility, where noncognitive skills may play an important role, specially self-confidence and motivation. We observe an important impact of the noncognitive abilities on behavior and economic results, especially for the educational achievements. Taken all our evidences together, it seems fundamental that schools worry about the development of these noncognitive abilities - and not only of the cognitive abilities. Helping students to have better estimates of self-confidence, favoring the development of creative potential, and stimulating motivation and effort should be part of the education that pupils receive in schools ; promoting then better decisions, better outcomes and a more equitable society

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Sorensen, Sheila Yvonne. "Motivating the Solicited and Unsolicited Sharing of Tacit Knowledge Through the Process of Externalization." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/62.

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While several U. S. firms have invested in Knowledge Management (KM) tools and software, it has become apparent that investments must be made in additional facets of KM, such as knowledge sharing (KS), thought by many researchers to be the most important component of KM. Of the two types of KS, explicit and tacit, the sharing of tacit knowledge has been shown to contribute the most to an organization’s performance. However, since tacit knowledge is difficult to both convey and acquire, this unshared tacit knowledge may ultimately harm an organization when, without the appropriate knowledge, individuals cannot effectively perform their professional responsibility. Although research has been conducted on the motivators that contribute to the sharing of tacit knowledge, the research has been conflicting. These inconsistencies could conceivably stem from measuring KS as a single factor rather than as separate components. The purpose of this study was two-fold, first to discover what motivators contributed to the sharing of tacit knowledge and second, to discover whether the sharing of knowledge when solicited differed from the sharing of knowledge when not solicited. Utilizing the Theory of Reasoned Action and Self-determination Theory as well as measuring the transfer of knowledge through externalization, as expressed by the SECI model, three research questions and 14 different hypotheses contributed to a survey instrument resulting in 370 usable survey responses. Employing confirmatory factor analysis and structural equation modeling, analysis of the data confirmed that a significant difference existed between the solicited and unsolicited sharing of tacit knowledge. This study found that measures for external, integrated, and intrinsic motivation differed among the two situational constructs of knowledge sharing. In addition, the study confirmed that a difference occurred between motivators and the two types of sharing when the sharing was mediated by a favorable attitude toward sharing.

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Assulaimani, Turki. "The L2 motivational self system among Saudi learners of English." Thesis, 2015. http://hdl.handle.net/1959.13/1295890.

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Research Doctorate - Doctor of Philosophy (PhD)
Dörnyei’s (2005, 2006) groundbreaking L2 Motivational Self System Theory has been developed to explain the relationship between motivation and L2 learning through three components: ideal self, ought-to self, and L2 learning experience. He proposed that these three factors correlate with the self-reported intended learning efforts of the learners, which he viewed as an indicative of the learners’ proficiency levels. However, the effect of these three factors on L2 achievement was not sufficiently established either by Dörnyei or other advocates of his theory. This study was conducted to determine if the three factors have an actual effect on the learners’ L2 achievement or not. A mixed approach was used, with a primary quantitative research instrument being supported by secondary qualitative data. A total of 360 male and female participants were asked to complete a questionnaire containing statements representing the three theorized components. The participants were, then, asked to do an English proficiency test (reading and writing tasks; excerpts from IELTS). This was followed by a set of semi structured interviews in which 21 participants of the larger sample were asked questions about their goals and orientations related to their English learning as well as their future selves and imaginations. Descriptive and referential statistical procedures were used to analyse the quantitative part of the data. The results reinforce the validity of Dörnyei’s key constructs: ideal self and ought-to self, and uncover two underlying dimensions within the L2 learning experience scale and the intended learning efforts scale. Both types of selves and both types of experience were good predictors of the learners’ intended learning efforts. However, none of the above were good predictors of either the reading or the writing scores of the participants. On the other hand, the qualitative data analysis findings revealed that both self-guides motivate Saudi learners to learn English. Most importantly, the findings highlighted the role played by role models and action plans in the development of the L2 learners’ future selves.

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Chang, Wen-Yu, and 張文郁. "L2 Motivational Self System: Analysis of English and Russian Learners in Taiwan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/axdhg4.

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碩士
國立彰化師範大學
英語學系
105
The present study aims to provide evidence on the differences between English and Russian learning motivation in Taiwanese context. A total of 262 students participated in this study. They came from three general universities and two universities of technology in different regions of Taiwan. All participants have learned English and Russian. The collected data was analyzed in terms of the differences between English and Russian learning motivation; English and Russian learning motivation; gender differences and the differences of education system in learning English and Russian, using SPSS for Windows version 20.0. The results confirmed that there were significant differences among ideal L2 self, ought-to L2 self and L2 learning experience (attitude to learning English/Russian) in learning English and Russian. Except L2 learning experience, ideal L2 self and ought-to L2 self displayed stronger effects in learning English than Russian. Additionally, ideal L2 self and L2 learning experience were two dominant factors for students in learning English and Russian. In learning English and Russian there were no significant differences between male and female. However, students in general universities indicated stronger ideal L2 self in learning English and Russian. The causal relationships between L2 learning motivation and intended efforts in learning English and Russian were established using structural equation modeling (SEM) by AMOS 18.0. The findings indicated that ideal L2 self and L2 learning experience contributed significantly to motivated learning behavior while learning English and Russian. Meanwhile, ideal L2 self was able to be realized in the classroom through activities to enhance learners’ efforts.

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Bai, Yun-Jia, and 白芸嘉. "L2 Motivational Self System and International Posture of Senior High School Students in Taiwan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/k2f2h4.

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碩士
國立彰化師範大學
英語學系
106
The purpose of the current study aims to explore senior high school students’ second language (L2) motivational self system and global identity related to international posture in an English as a foreign language (EFL) context in Taiwan. Eight senior high school students in central Taiwan participated in this qualitative case study research. The semi-structured interviews contained 13 interview guide questions on topics including the students’ ideal L2 self, ought-to L2 self, L2 learning experience, and international posture. It was found that most of the students imagined their English-using self in the future, but their hoped-for future occupation was still developing and they endured the dull task of learning English in order to reduce the gap between their current self and idealized future self. In addition, parental expectations and viewing learning English as a duty and obligation had a great impact on students’ L2 learning. The study also revealed that whether the students liked the immediate learning environment surrounding them might have a connection to success or failure in their English learning based on their descriptions. Moreover, the students had a positive attitude toward three dimensions in the concept of international posture, but they had less interest in learning English through international news and affairs. Finally, it is expected that the current study can provide educators and researchers a better understanding of senior high school students’ L2 learning motivational selves and international posture. Pedagogical implications include offering more opportunities for students to practice speaking English in classes, helping students to have interest in learning English, creating an enjoyable learning environment, and providing teaching materials related to international news, and discussing global issues with students.

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Shih, Pei-Chun, and 施佩君. "The Effects of the Big Five Personality Traits and L2 Motivational Self System on Willingness to Communicate." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5jjgq9.

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碩士
國立臺灣科技大學
應用外語系
107
A growing number of studies have highlighted the impact of individual difference variables on perceiving higher communicative competence in the field of second language acquisition (SLA). However, very few of them have investigated the causal relationships between the three important variables, namely, willingness to communicate (WTC), personality, and motivation. From the existing literature, a multi-layered model of L2 WTC pyramid was proposed to argue that L2 WTC is a state-like variable with dual perspectives, comprising both stable and dynamic characteristics. Therefore, it is possible that personality variables might exert direct and indirect impacts on WTC via the mediation of motivation variables. To address the research gap, this study created a hypothesized model of L2 WTC in three different contexts (i.e., WTCnative, WTCnonnative, and WTCschool), the big five personality traits, and L2 motivational self to partially validate the theoretical WTC pyramid model. A total of 394 EFL learners from Iran and Taiwan were recruited in the study. By examining the interrelationships between individual difference variables, the hypothesized model was tested using correlational analysis and structural equation modeling (SEM). The results confirmed that there was a dual impact of personality on WTC. Moreover, WTC was consistently, notwithstanding in different degrees, influenced by openness and ideal self. The empirical evidence of this study contributed to a clearer picture of the dynamic characteristic of WTC. Pedagogical implications, limitations, and suggestions for future research were also identified.

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Chien, Pei-Shan, and 簡貝珊. "Regional Differences of Junior High School Learners’L2 Motivational Self System and International Posture: A Case Study of Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/7a6z8c.

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碩士
國立彰化師範大學
英語學系
104
The current study aims to explore junior high school English learners’ L2 Motivational Self Systems and International Posture in three different regions – metropolitan area, provincial city, and rural areas. This study also intends to examine the relationship between learners’ family background and their English learning motivation. A total of 639 junior high school students participated in completing a questionnaire which contained three main parts—learners’ family background, a scale of the L2 Motivational Self System, and a scale for International Posture. Reliability and content validity of the questionnaire were examined. Data were analyzed by descriptive statistics, one-way ANOVA, stepwise multiple regression, and Pearson correlation coefficients. Major findings of the study showed that adolescents’ L2 Motivational Self System and International Posture were significantly different. Additionally, Ideal L2 Self was the strongest predictor of Intended Effort for learners in both metropolitan and rural areas, and Instrumentality-Promotion was the strongest predictor for students in provincial areas. Attitude toward Learning English and Ought-to L2 Self contributed to learners’ Intended Effort in all three regions. Additionally, family background is related to adolescents’ learning motivation and International Posture, especially in rural areas. Pedagogical implications for instructors in rural areas include paying more attention to the improvement of teaching perspectives and innovative teaching techniques to shorten the gap between urban and rural settings. A future-oriented L2 self intervention, English learning environment, atmosphere, providing more opportunities to interact with foreigners, and teaching materials related to international news are essential. Instructors also should not neglect parents’ social status and family background in English learning motivation.

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LI, Sih-Ying, and 李思瑩. "L2 Motivational Self System, International Posture, and English Proficiency of Junior High School Students: Relationships and Group Differences." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/p2fh95.

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碩士
國立彰化師範大學
英語學系
106
The purpose of the present study is two-fold. First, it investigated whether students at different proficiency levels would be different in terms of the L2 motivational self system and international posture. Second, the study explored the relationships among the L2 motivational self system, international posture and learning proficiency of junior high school learners. A total of 314 Taiwanese junior high school students in Central Taiwan participated in this study and completed the questionnaire, which contained background information, a scale of the L2 motivational self system, and international posture, as well as a GEPT Reading Test at the elementary level. Data were analyzed by conducting descriptive statistics, a t-test, stepwise multiple regression, and Pearson correlation using SPSS 22.0. It was found that high and low-level students were significantly different in motivation and international posture. Additionally, Cultural Interest, Criterion Measure, Interest in International News, and Interest in International Vocation or Activities were found to significantly predict of English proficiency of the participants. Finally, the results of correlational analysis showed that all factors related to L2 motivational self system and international posture were significantly correlated with each other. At the end of the study, pedagogical implications, limitations and suggestions were proposed and discussed.

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Dissertations / Theses on the topic 'Motivational self system'

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