Skip to main content
Login | Suomeksi | På svenska | In English

Browsing by Subject "ulkoisen motivaation sisäistäminen"

Sort by: Order: Results:

  • 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.