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Gymnasieungdomars tillfredsställelsegrad av grundläggande behov i förhållande till studiemotivation
2005 (Swedish)Independent thesis Basic level (degree of Bachelor)Student thesis
Abstract [en]

The reason for this study is that I as a teacher have daily observed how students at my work have conducted their studies at various extents. Some of the students at the grammar school in Karlstad where I work, have a great portion of motivation for studying and others don’t have any at all. I think there are a lot of different circumstances that are decisive for the student’s motivation. My intention is to search for these circumstances in the school and outside of the school. I chose to examine the students level of satisfaction of fundamental needs from Abraham Maslow´s “Hierarchy of Needs” to see if the level of satisfaction for these needs have a correlation with the students` motivation for their school work. The needs are; physiological, safety, belongingness & love, esteem and self-actualization. The purpose with this work is to find out if there are any correlations between the students level of satisfaction of the fundamental needs and their motivation to study. I have divided the concept “motivation” into two parts: extrinsic and intrinsic motivation and I have also added the concept “action” which represents the students` ability for actions concerning being on time to the lessons, give priority to school work before other activities etc. The work is a quantitative study and I used a questionnaire to obtain data from 105 students in the grammar (upper secondary) school where I have my employment. The results haven’t showed any strong correlations between the students` level of satisfaction of the fundamental needs and their motivation to study. However it is some interesting results worth mentioning. Physiological needs, like exercise, enough sleep during the night and regular cycle for eating are in correlation with the students` motivation for schoolwork in a positive direction. The esteem needs are best satisfied through friends and family whereas the teacher’s standpoint has the lowest level of attention. On the other hand there is a stronger connection between the level of attention from the teachers and the level of extrinsic and intrinsic motivation and the concept “action”, where action has the strongest connection. In second place is the attention from the family and the correlation with extrinsic and intrinsic motivation and action. The connection between attention from the friends and extrinsic, intrinsic motivation and action are nonexistent. Belongingness & love needs are the best satisfied need in total and it is also a need which has very little, or is nonexistent with extrinsic and intrinsic motivation and the concept “action”.

Place, publisher, year, edition, pages
2005. , 36 p.
Identifiers
URN: urn:nbn:se:kau:diva-58380Local ID: PED C-18OAI: oai:DiVA.org:kau-58380DiVA: diva2:1123009
Subject / course
Pedagogy
Available from: 2017-07-12 Created: 2017-07-12

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf