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Browsing by Subject "ulkoinen motivaatio"

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  • Suhonen, Erikka (2014)
    The goal of this study is to find out the factors that make students motivated toward school. In this study the study motivation is understood as an extrinsic motivation. The background theory for this study is Self-determination theory by Edward L. Deci and Richard M. Ryan, which states that extrinsic and intrinsic motivation form a continuum and that extrinsic motivation can vary according to how autonomic it is. In the process of internalization of extrinsic motivation individual can integrate ambient values as a part of his or her personal values and in this way get very close to an intrinsic motivation. According to studies, peoples needs for autonomy, competence and relatedness contribute to internalization of extrinsic motivation. From this theoretical basis my research questions formed as following: Which factors have affected on that students have felt their study motivation awakening in some part of their lives? Which factors have affected on that students have not felt their studies motivating? The research method used in this study is qualitative case-study. Materials needed for the study were acquired by using theme interviews, in which four teacher students participated. All students that participated in the interviews had personal experience in regards of awakening of motivation in some part of their study history. Interview material was analysed by means of theory-guided content analysis. The central result of this study is that the awakening of extrinsic motivation was most clearly affected by a goal set by the person himself, circle of friends and the teacher. Internalization of extrinsic motivation introduced in self-determination theory was clearly evident in this study. Achieving a goal reflected the autonomy felt by individual and it appeared to be very close to intrinsic motivation. Lack of motivation was affected by circle of friends, distant teacher, very formal education and monotonic teaching methods.Additionally, unfamiliar content and transitions from grades 7-9 to high school affected motivation in a negative way.
  • Lyden, Hanna (2020)
    According to the self-determination theory, motivation consists of top of three innate psychological needs; need of autonomy, competence and relatedness. If these needs are fully satisfied we experience intrinsic motivation. If not, motivation is extrinsic and externally regulated. Intrinsic motivation should be strived for because it leads to a better performance, learning and well-being. This study compares the motivation of high school students between their study situations and free time situations in the context of self-determination theory. The participants were Finnish second year high-school students from the Helsinki metropolitan area. Within the context of self-determination theory, this study explored external regulation, introjected regulation, identified regulation and intrinsic regulation. The research data consisted of the answers from 150 students and 3431 completed questionnaires. The data was collected using an experience sampling method by the Bridging the Gaps study. The data survey lasted from 11 to 12 days and it was collected in different schools in sequential order. The data was collected from March till May in 2018. The first point of this research was to examine if there is difference in the motivation between studying and free-time and how much variation there is in the motivation. The method used for this was a linear regression. The study found that the smallest coefficient of determination was within the identified regulation. Studying and free time managed to explain 8.6% of the variation in the motivation when it comes to the identified regulation. The largest coefficient of determination was with the introjected regulation. Studying and free time explained 42.5% of the variation in the motivation when it comes to the extrinsic regulation. The second goal of this research was to examine if there is variation in the motivation between students when study time and free time are not taken into consideration. The method used for this was a multilevel modeling approach on level zero. The smallest variation between the students was within the intrinsic motivation. The variation in motivation was then 6.79% between the students. The largest variation in motivation was within the introjected regulation. The variation in motivation was 23.01%. The third focal point of the research was to examine how the motivation is correlated with study situations and free time situations with a multilevel modeling approach (mixed linear model). The study found that the studying situations were positively correlated with the extrinsic regulation and the introjected regulation. The study situations were negatively correlated with the intrinsic regulation. The free time situations were positively correlated with the intrinsic regulation and negatively correlated with the extrinsic regulation and the introjected regulation. The results indicated that the participants experienced more intrinsic motivation during their free time than during their studies. The benefits of the intrinsic motivation are evident when it comes to the school performance and well-being of the students. For this reason, it would be beneficial to see if the intrinsic motivation experienced at free time could be transferred and explored also in the studying situations.
  • Malinen, Rosa (2020)
    Aims. The present research examines care workers’ motivation and work commitment in a Finnish social and health care organization. The aim of the study was to investigate the current state of the employees’ motivation, work commitment and the self-determination theory’s basic psychological needs, and their relation to effort in work and to the intention of leaving the organization. Moreover, the study also examined the relationships between motivation, commitment and basic psychological needs. Motivation was divided to intrinsic motivation and extrinsic motivation based on intangible rewards. Work commitment included affective and normative professional commitment, colleague commitment, customer commitment and affective, normative and continuance organizational commitment. Method. This investigation was carried out with a survey which was composed using several former inquiries developed to measure motivation and dimensions of work commitment. The voluntary survey was sent to the target group employees by email. In total, the survey collected 600 answers which meant that the response rate was 30%. The data was analyzed using correlation, cluster analyses and structural equation modeling. Results. The care workers intrinsic motivation and professional commitment, colleague commitment and customer commitment were quite strong. All the dimensions of the organizational commitment and extrinsic motivation were in turn quite weak. The effort on work was evaluated to be strong and especially the sense of competence, intrinsic motivation, affective professional commitment as well as customer commitment played a meaningful role in it. In addition, there was some intention to leave the organization among the employees and according to the results the sense of autonomy, affective professional commitment and affective and normative organizational commitment reduced the intention to leave. The study clarified that the basic psychological needs of the self-determination theory are interconnected, not only to intrinsic motivation, but also to affective work commitment. The sense of autonomy was quite strong but because it had a direct as well as an indirect effect on the intention to leave, it was suggested that the organization should work on strengthening it more. Furthermore, the sense of competence can explain the conclusion made from the analyses of the study that extrinsic motivation based on intangible rewards supports intrinsic motivation. The results showed that care workers’ motivation and work commitment can be strengthened with diverse possibilities to influence and with positive feedback.
  • Kiviaho, Heidi (2017)
    Objective of the study. The objective of this Master's thesis is to study the experiences and views of class teachers on recess activity. The thesis also aims to discuss about the factors that motivates the teachers to arrange and enable recess activity for the students. Also the resources that teachers utilize to motivate and engage students in recess activity are explored. Methods. The material for this study was acquired during spring 2017 by interviewing three class teachers from a school located in southern Finland. The material was analysed by using qualitative content analysis. The material was categorized into different categories according to the themes emerging from the material. Results and discussion. According to the class teachers are provided with a variety of tools and ideas for promoting their physical activity during recess. Teachers also felt that longer recess allowed the students to engage in the physical activity in more depth. They also emphasized that one of the objectives for recess activity is to support self-determination of the students so that the recess activity becomes more peer-directed instead teacher-directed. Teachers found students to be the main source of their motivation. Enthusiastic attitude towards activities and self-determination of the students enhanced the motivation of the teachers to provide recess activities. However, students were also one of the factors that decreased the motivation of the teachers. Bad attitude and misbehaving of the students lessened the motivation. Colleagues were found both increase and decrease the motivation of the class teachers. Teachers used variety of methods to motivate students. Encouraging the students to get involved in activities was considered the most important method. Also the lifestyle and the experiences of the teachers were regarded to have an impact on teachers' readiness to activate and motivate students.
  • Nurmi, Anette (2019)
    Using grades as a student evaluation method has traditionally a significant role in the society’s school system, and at the same it’s seldom questioned. Taking into account the long time period that we have already been familiarized with the negative effects of grades, this is interesting. Researching the effects of grades on motivation, self-image and performance of a student with special needs is on the focus of this thesis. Previous research literature indicates that using grades as an evaluation method lowers student’s motivation and interest towards learning. According to results, that’s not the only way grades affect students since grades also have a negative effect on student’s self-esteem, performance, behavior and attitudes. Grades also increase the likelihood of student focusing mainly on getting good grades which takes the energy and interest out of learning and developing skills and knowledge. Material for this research was collected by interviewing six people with age of 14-15, studying in a class for students with special needs. Content analysis was used as a method for analyzing the material for the research. Results are not aligned with the previous research. Most of the students who were interviewed considered grades as a factor increasing motivation. There were no findings of grades affecting motivation in a negative way. Neither the self-image of students was changed to more negative due to grades. Based on students’ views, grades are expressions of the work done and level of competence, not the students themselves.