Browsing by Subject "Motivaatio"
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(2021)Tiivistelmä - Referat – Abstract The aim of this study was to develop and test a survey instrument based on systemic motivational thinking. The 16-dimensional instrument was operationalized on the basis of Lindfors’s holistic system theory (Lindfors, 1995) and theoretical integration of motivation (Ford & Smith 2009). In addition, the goal of this study was to understand the motivation of the Finnish craft hobbyists and the differences between groups(!) The participants of the study were reached through craft-oriented Facebook groups and members were asked about different aspects of motivation. The quantitative data (N=3409) was collected from Facebook groups in January 2020. First, the data was tested for validity and suitability for the further tests. An overview of the motivation was carried out with descriptive tests. For further testing the theory-based sum variables were created and operationalization was verified from correlation and Cronbach’s Alpha values. The dimensional differences between group means were examined through variance analysis. The conclusion was that the most important motivational factors for all craft hobby groups were pleasure, coping and pride for choices. The result of variance analysis revealed several statistically significant differences. Electric and metal hobbyists regarded skillfulness as an important factor. For woodcraft hobbyists, self-development had a high significance. For ceramic and jewelry hobbyists the creative experience was emphasized. Among knitters the significance of the craft hobby in life generally was rated high as well as the importance of material resources. Sewists rated highly ecological sustainability and social factors as well as the meaning of the craft products itself. Crochet or weaving and embroidery hobbyists did not have any specific motivational factor to stand out.
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(2019)Objective of the study. Medicine and dentistry are some of the oldest professions in the world and in addition to that also very popular study fields in Finland. Previous research has shown that especially interest in the field of study, altruistic motives and job opportunities are the main reasons why students study medicine or dentistry. Most of the previous studies have been concentrating in the quantitative analysis of study motives. In this study, the centercentre of attention is in the study motives which the students have themselves articulated. The study aims to analyse how these motives express students’ intrinsic and extrinsic motivation. Studying the quality of study motivation is crucial since especially intrinsic motivation has been showed to lead to the well-being of the students and better study outcomes. Methods. The research material was collected in the faculty of medicine, the University of Helsinki. The research material was collected with an internet based questionnaire as a part of a study module for first year medicine and dentistry students. The study was conducted by analysing the study motives of 149 students using qualitative abductive content analysis. In addition to that quantitative approach was used for comparison of the number of the motives in different categories. Results and conclusions. The students in this study were motivated by interest in the study subject, factors that related to practising as a doctor or dentist, factors that related to have a professional career and previous personal experiences. Most of these motives could be seen to express the intrinsic motivation of the students. When educating future doctors and dentists the emphasis should be on supporting and fostering students’ intrinsic motivation. This can be done by allowing students to satisfy their basic needs for autonomy, competence and relatedness. Previous research has shown that for example mentoring, encouraging and constructive feedback and student-centred teaching methods are useful tools for supporting students’ intrinsic motivation.
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(2024)The purpose of this qualitative study was to examine the reasons behind the variations in interest in mathematics among individuals aged 23 to 37 between the early stages of their educational path and adulthood. The individual experience of interest in mathematics varied positively or negatively at different stages of their educational path and into adulthood. Mathematics may seem disconnected, abstract, and sometimes even perceived as unnecessary by many students, lacking practical relevance and clarity. The premise for the study was the desire to explore what kinds of improvements, support, or reductions could enable more students to experience positive feelings and the joy of insight related to mathematics. In other words: how to make mathematics more accessible? This study aimed to provide answers, based on Renninger and Hidi's (2016) four-phase model of interest, to the question: "What are the reasons behind the variations in interest in mathematics between the beginning of the educational path and adulthood?" Seventeen individuals aged 23 to 37, who had completed at least either upper secondary school or vocational school education in addition to comprehensive school, participated in the study, of which 8 were males and 9 females. Among the participants, 11 had completed upper secondary school, 8 had completed vocational school, and 3 had completed both degrees. Neither parent of five interviewees was an upper secondary school graduate, both parents of seven interviewees were upper secondary school graduates, and one parent of five interviewees was an upper secondary graduate. Two respondents had a university of applied sciences degree, and eight respondents were university students. Answers to the research questions were sought from the experiences of the study subjects regarding mathematics. The interviews were conducted and recorded remotely using the Zoom application. Based on the interviews, positive and negative experiences related to mathematics between the early stages of their educational path and adulthood were identified among the participants. The data analysis utilized an initial data-driven approach followed by abductive content analysis. Based on the research findings, the factors that most influenced interest in mathematics were, in order of prevalence: (1 & 2) motivational factors and attitude, (3) student competence and knowledge, (4) teacher behavior, (5) mathematics content, (6) beliefs about mathematics, (7) support networks, (8) learning environment, (9) teaching, and (10) assessment and assessment methods. The most common links between these concepts were the level of competence and knowledge, beliefs, emotions, self-efficacy, and support networks. By focusing particularly on these major connecting links, maximum benefit could be obtained in terms of making mathematics more accessible. Regarding these connections, the data also highlighted the clearest differences between genders and among groups based on parental upper secondary school educational backgrounds.
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(2021)Previous studies have shown that there is a link between personal achievement goal orientation, intrinsic motivation and teams motivational climate in youth sports The purpose of this study is to investigate what kind of relationships can be observed between players' goal orientation and team motivational climate in children's and adolescents' football teams. The second objective is to examine what differences in goal orientation and motivational climate can be detected between teams by grouping respondents by gender, age and team level. The aim is also to investigate the goal orientation profile groups that respondents form and to analyse the ranking of team players in these groups and the relationship between goal orientation profile groups and team motivational climate. The survey involved 94 respondents (72 boys and 22 girls) aged between 9 and 17 years (average age 12.67 years). Responses were collected via an online questionnaire between April and May 2021. All respondents belonged to the same football club in Southern Finland. Differences between groups were examined using the non-parametric Kruskall-Wallis and Mann-Whitney U tests. K-means cluster analysis was used to form achievement goal orientation profile groups. Statistically significant correlations between the different dimensions of goal orientation and motivational climate were found in the data. Statistically significant differences were found between gender, age groups and between teams at different levels. Three groups of goal orientation profiles were identified from the data: task-oriented, task- and achievement-oriented, and disengaged. The links between goal orientation and motivational climate were also reflected in the team-level analysis of players' goal orientation profiles and the motivational climate within the team. Task orientation and task climate were strong throughout the data, but perceived autonomy was rather weak. Based on the results, it would be worthwhile to investigate what means could be used to support perceived autonomy.
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(2018)Aims. The aim of this study was to examine what kinds of achievement goal orientation profiles can be identified among general upper secondary school students and how adolescents with different motivational strivings perceive their mothers’ parenting style. Achievement goal orientations refer to relatively stable tendencies to favor certain goals and outcomes in learning and achievement related situations, which are formed through individuals’ own experiences. It is important to study the connection between these phenomena, as it provides better understanding regarding parents’ role in adolescents’ learning and achievement. Methods. The data (N=1344) were collected from all classes of first-year students in general upper secondary schools in one city in Eastern Finland. The participants completed self-report questionnaires, which included measures regarding achievement goal orientations and relationship with mother among other things. By utilizing a person-centered approach and latent class clustering analysis (LCCA), groups of students with different motivational profiles were identified. The group differences in perceptions of mother’s parenting style were further analyzed by using ANOVA. Results and conclusions. Five groups with different achievement goal orientation profiles were identified. The groups were named as indifferent (32%), avoidance-oriented (26%), success-oriented (17%), performance-avoidance-oriented (15%) and mastery-oriented (11%). Mastery-oriented, success-oriented and indifferent students perceived that their mothers showed higher level of maternal affection and were more involved in their lives compared to performance-avoidance- and avoidance-oriented students. Success- and performance-avoidance-oriented students perceived their mothers’ psychological control to be higher than students in the other groups. Avoidance-oriented students perceived their mothers’ behavioral control to be lower than students in the other groups. According to the results, there are differences in how adolescents with different orientations towards studying perceive their mother’s parenting style. This study deepens the understanding regarding the phenomena relating to achievement goal orientations and shows the meaning of parenting in terms of adolescents’ learning and achievement.
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(2022)The aim of this study is to find out the classroom teachers' perceptions of learning motivation, the factors influencing it and their motivation strategies. I use two different theories related to learning motivation as the theoretical background of the research. These are Deci's and Ryan's (2000) Self-Determination Theory and Eccles’ and Wigfield's (2000) Expectation-Theory. According to these theories, an individual's motivation is constructed by various factors. At the heart of self-determination theory are basic psychological needs that, when fulfilled, increase an individual's intrinsic motivation. According to Decin and Ryan (2000), the basic psychological needs of an individual are perceived autonomy, perceived ability, and a sense of belonging. In Eccles and Wigfield's (2000) expectation value theory, an individual's motivation is again seen to be influenced by performance-related expectations and values. This study is a qualitative and its research approach is a case study.The subject of this study was six classroom teachers. Classroom teachers were interviewed individually using themes related to learning motivation. All interviews were recorded and later transcribed. Thematic design was utilized in the analysis of the obtained material. The results of the study showed that the perceptions of learning motivation of the interviewed teachers were very similar to each other. Three different themes were created from the responses of classroom teachers as factors influencing learning motivation. These included psychological factors, social factors, and student alertness. Three different themes were also created from the motivational strategies provided by the teachers themselves. The themes related to the strategies of motivation were the strategies related to working methods, the strategies related to the learning environment and the strategies related to the learning situation. This research does not actually provide entirely new information on the topic I am researching, but it does give voice to the interviewees ’perceptions of learning motivation. I find this important both from a research point of view and from the individual point of view of the interviewees. Some of the interviewees stated that they had never thought deeper about perceptions of learning motivation, because they felt that it was automatized.
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(2021)The aim of this study was to examine what kinds of achievement goal orientation profiles can be identified among sixth grade students and how students with different kinds of motivational profiles differ with growth and fixed mindset. In addition, the aim was to find out whether girls and boys differed in achievement goal orientations, mindsets and placement in achievement goal orientation groups. This study adopted a person-centred approach, which enables the investigation of multiple goals simultaneously. It’s important to identify and support students who are motivated in different ways. The study hypothesized that students with different motivational profiles may also favor different ways to think related to learning and intelligence. Previous studies have shown that teaching of the growth mindset in schools can be seen as a pedagogical approach that is belivieved to have an impact on students motivation and school performance. The data used in this study was part of Mind the Gap research project. The participants (N = 761) were sixth grade students from 32 schools in Helsinki. Participants were divided into groups by using K-means cluster analysis. Group differences in mindsets and gender differences in mindsets and achievement goal orientations were examined by one way analysis of variance (ANOVA). Placement in achievement goal orientation groups were examined with Chi square-test. Four different achievement goal orientation profiles were identified and the groups were labelled as performance-oriented, mastery-oriented, indifferent and avoidance-oriented. The most students favour growth mindset more than fixed mindset. Some small differences between groups could be identified in mindsets. Performance-oriented group prefer more fixed mindsets and mastery-oriented was emphasized more growth mindset. Avoidance-oriented prefer less growth mindset than other groups. Small differences in achievement goal orientations were found between girls and boys, but no differences were found in mindsets. There were more girls than boys in mastery-oriented group. Otherwise girls and boys were evenly placed in achievement goal orientation groups. Based on the results, it can be assumed, that mindsets are related to motivational differences. Favoring a growth mindset in teaching could have beneficial effect on motivation and learning.
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