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Motivation och grundläggande psykologiska behov: En studie i lärares motivation utifrån  Self Determination Theory
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology.
2019 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Motivation and basic psychological needs : A study on teacher motivation based on Self Determination Theory (English)
Abstract [sv]

Denna studie undersökte lärares motivation utifrån Self Determination Theory. Studien undersökte motivation utifrån lärares upplevelse av hur motiverade de är och om denna upplevelse kan prediceras utifrån upplevelsen av att de grundläggande behoven enligt Self Determination Theory är tillgodosedda. Motivation kan delas in i yttre och inre, där förekomsten av inre motivation är då individen utför en aktivitet för att den verkligen vill utan någon yttre belöning eller bestraffning. Lärare som har inre motivation bidrar till bättre resultat och prestation hos elever (Lutz, 2016). Studien genomfördes som kvantitativ studie där respondenterna svarade på en online-enkät. Studien hade 175 deltagare varav 30 var män och 145 kvinnor. Studiens syfte var att undersöka om upplevd tillfredsställelse av grundläggande psykologiska behov, enligt SDT, hos lärare kan predicera deras upplevda arbetsmotivation, mätt enligt SKL:s enkät Hållbart Medarbetarengagemang i Kommuner och Regioner. Som instrumentet för att undersöka inre motivation användes Basic Need Satisfaction at Work Scale.

Regressionsanalysen visade att resultatet för modellen som helhet var signifikant. Upplevd tillfredsställelse av de tre grundläggande psykologiska behoven enligt Self Determination Theory predicerade 44,1% av variationen gällande motivation för de undersökta lärarna. Var för sig predicerade autonomi och kompetens som signifikanta medan värdet för samhörighet inte var signifikant.

Abstract [en]

This thesis studied teacher motivation based on Self Determination Theory. The study researched motivation based on teachers' experiences of how motivated they are and if this perception can be predicted based on the experience that the basic psychological needs according to Self Determination Theory are met. Motivation can be divided into external and internal, where the existence of internal motivation is when the individual performs an activity that he / she really wants without any external reward or punishment. Teachers with intrinsic motivation contribute to better results and achievement for their students (Lutz, 2016). The study was conducted as a quantitative research which respondents answered to an online survey. The study had 175 participants, 30 were men and 145 women. The purpose of the thesis was to study if perceived satisfaction with basic psychological needs, according to SDT, for teachers can predict their perceived work motivation, as measured by SKL's Sustainable Employee Engagement in Municipalities and Regions. Basic Need Satisfaction at Work Scale was used as the instrument for examining internal motivation.

The regression analysis showed that the result for the model as a whole was significant. Perceived satisfaction of the three basic psychological needs according to Self Determination Theory predicted 44.1% of the variation in motivation for the participants in the study. Separately, autonomy and competence were predicted to be significant while the value of relatedness was not significant.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Self determination theory, motivation, basic psychological needs, autonomy, work motivation, teachers, school
Keywords [sv]
Self determination theory, motivation, grundläggande psykologiska behov, autonomi, kompetens, samhörighet, arbetsmotivation, lärare, skola
National Category
Psychology
Identifiers
URN: urn:nbn:se:lnu:diva-91344OAI: oai:DiVA.org:lnu-91344DiVA, id: diva2:1388831
Subject / course
Psychology
Supervisors
Examiners
Available from: 2020-02-14 Created: 2020-01-27 Last updated: 2020-02-26Bibliographically approved

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