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Background and aims Tinder is a geo-located online dating application, which is present in almost 200 countries and has 10 million daily users. The aim of the present research was to investigate the motivational, personality, and basic psychological need-related background of problematic Tinder use. Methods After qualitative pretest and item construction, in Study 1 (N = 414), confirmatory factor analysis was conducted to corroborate the different motivational factors behind Tinder use. In Study 2 (N = 346), the associations between Big Five traits, Tinder motivations, and problematic Tinder use were examined with structural equation modeling (SEM). In Study 3 (N = 298), the potential role of general self-esteem, relatedness need satisfaction, and frustration in relation to Tinder-use motivations and problematic Tinder use was examined with SEM. Results In Study 1, a 16-item first-order factor structure was identified with four motivational factors, such as sex, love, self-esteem enhancement, and boredom. In Study 2, problematic Tinder use was mainly related to using Tinder for self-esteem enhancement. The Big Five personality factors were only weakly related to the four motivations and to problematic Tinder use. Counterintuitively, Study 3 showed that instead of global self-esteem, relatedness need frustration was the strongest predictor of self-esteem enhancement Tinder-use motivation which, in turn, was the strongest predictor of problematic Tinder use. Discussion Four motivational factors were identified as predictors of problematic use with need frustration being a relevant background variable instead of general personality traits.

Syftet med denna uppsats är att få en inblick i vilka faktorer som eleverna själva upplever ha betydelse för deras skolarbete i ämnet bild. Lärarna menar att låg motivation är ett stort problem i dagens skola och många elever upplever mötet med skolan som meningslös eftersom de inte känner sig delaktiga i det som händer i klassrummet. Eftersom forskning visat att all bildning bygger på motivation känns det viktigt för mig att ta reda på hur jag på bästa sätt ska kunna hjälpa mina elever att hitta den motivation och drivkraft som krävs för att klara av skolarbetet. Min studie bygger på en enkätundersökning där 62 elever i årskurs nio har fått svara på frågor om vilka motivationsfaktorer som de anser ha betydelse respektive sakna betydelse för deras motivation när det gäller det skolarbete som är kopplat till bildlektionerna. Enkätfrågorna är framtagna utifrån de faktorer som enligt litteraturstudier och forskningsresultat visat ha betydelse för motivation till skolarbete. Resultatet av undersökningen visar att eleverna först och främst vill känna sig nöjda med sitt arbete och hur de klarat av att genomföra sina uppgifter. På andra plats när det gäller viktiga motivationsfaktorer hamnar lärarens bemötande. Enkätresultaten bekräftade också min föreställning om att många elever ser bildämnet som ett roligt men tyvärr inte så viktigt skolämne. The aim of this essay is to get an insight into what factors the pupils themselves perceive are important for their school work in the subject image. The teachers mean that motivation is a major problem in today's school and many students experience the meeting with school as meaningless because they do not feel involved in what is happening in the classroom. Since research has shown that all education is based on motivation, it feels important to me to find out how I can best help my students to find the motivation and driving force needed to cope with school work. My study is based on a questionnaire survey, where 62 students in grade nine have answered questions about the motivational factors that they consider to be important and not relevant to their motivation regarding the school work associated with the image lessons. The survey questions are based on the factors that, according to literature studies and research results, have shown importance for motivation for school work. The results of the survey show that students first and foremost want to feel satisfied with their work and how they managed to fulfill their tasks. Secondly, when it comes to important motivational factors, the teacher's response ends. The survey results also confirmed my idea that many students view the subject matter as a fun but unfortunately not so important subject matter.

International audience; Background and objectiveSeasonal influenza is frequent among students and often responsible for impaired academic performance and lower levels of general health. However, the vaccination rate in this population is very low. As the seasonal influenza vaccine is not compulsory in France, it is important to improve the vaccination uptake by identifying predictors of both intention and behaviour. This study investigated the effect of decisional balance, motivation and self-efficacy on vaccination acceptance using the Extended Health Belief Model (HBM) and Self-Determination Theory (SDT).Design and Main Outcome MeasuresUniversity students were invited to fill in an online survey to answer questions about their influenza vaccination intention, and HBM and SDT constructs. A one-year longitudinal follow-up study investigated vaccination behaviour.ResultsAutonomous motivation and self-efficacy significantly influenced the intention to have the influenza vaccine, and vaccine behaviour at one-year follow-up. Intention predicted a significant proportion of variation (51%) in behaviour, and mediated the effect of these predictors on vaccination behaviour.ConclusionThese results suggest that motivation concepts of the Self-Determination Theory can be adequately combined with the Health Belief Model to understand vaccination behaviour.

This study investigated the moderating role of intrinsic motivation for military studies on the relationship between academic self-efficacy and change in perceived military competence. We present two concurrent hypotheses based on theoretical interaction effects of intrinsic motivation. Data from 245 cadets from three military academies revealed a positive relationship between self-efficacy and an increase in perceived military competence only for cadets with lower levels of intrinsic motivation. This suggests that, with lower intrinsic motivation, beliefs about one’s capabilities to organize and take courses of action to attain certain goals may make a crucial difference in cadets’ compliance to exert effort to increase their military competence. In contrast, self-efficacy seems less important for increased perception of military competence in cadets with higher intrinsic motivation. These cadets probably increase their military competence mainly as a result of the pleasure they gain when engaging in educational activities. Implications for theory and practice are discussed.

Durant els últims anys, l’activitat física i la pràctica esportiva s’han convertit en aspectes rellevants de un estil de vida saludable. Disposem d’evidències científiques que ho corroboren mostrant els seus beneficis tant físics com mentals, així com la prevenció de malalties i altres aportacions d’enriquiment social. Aquesta realitat ha permès que institucions públiques i privades incentivin la pràctica d’activitat física per millorar la qualitat de vida de la població a través de l’execució de programes de promoció de vida activa. Tot i això, moltes per-sones són incapaces de mantenir hàbits de pràctica d’exercici físic, una realitat que ha començat a ser estudiada des de diversos fronts. Considerem que és fonamental analitzar i estimular les estratègies que permeten als professionals de l’activitat física i l’esport, estimular a la població a ser físicament actius i augmentar la seva motivació cap a la realització d’exercici físic. L’objectiu d’aquest estudi es va centrar en comprovar l’efectivitat d’establir i administrar d’estratègies d’adhesió a l’activitat física adreçades a persones sedentàries en base a diferents models d’intervenció professional. Aquests models estan basats en la Teoria de l’Autodeterminació (TAD). Hem pretès conèixer la capacitat de les persones sedentàries de mantenir-se actius de manera autònoma després de l’aplicació d’aquests models d’intervenció i comprovar l’augment de motivació i de satisfacció de les seves necessitats psicològiques bàsiques. Els participants, persones sedentàries disposades a seguir un programa d’incentivació a l’activitat física i persones actives, van complir un programa d’exercici físic setmanal. Els participants sedentaris es van dividir en dos grups; un primer grup va rebre dos classes setmanals en un horari determinat, amb un mateix instructor que aplicava estratègies basades en la TAD y que havia de complimentar la seva pràctica amb un tercer dia realitzat pel seu compte; el segon grup es va sotmetre a aquest exercici mínim setmanal de manera lliure, facilitant als participants l’accés a un centre de fitness col•laborador. Al mateix temps, algunes persones actives van actuar com a participants referents. Seguint un plantejament metodològic Mixed Methods, s’han aplicat diversos instruments d’anàlisi, diaris, qüestionaris estandarditzats i entrevistes semiestructurades. A partir de l’obtenció de dades de diferent naturalesa i de la seva triangulació, hem pogut obtenir valuosos resultats dels principals aspectes de la TAD: la motivació, la satisfacció de les necessitats psicològiques bàsiques, els beneficis i les barreres percebudes. Tot això corrobora el nostre objecte d’estudi centrat en la necessitat d’orientar les estratègies d’actuació dels professionals. Pocs participants es van mantenir actius en finalitzar el programa i van ser els que pertanyien a un grup fix i instructor amb actuació basada amb la TAD aquells que van tenir més participació durant el programa. Basant-nos en els resultats, exposem recomanacions per augmentar la motivació de les persones cap a l’activitat física., En los últimos años, la actividad física y la práctica deportiva se han convertido en aspectos relevantes de un estilo de vida saludable. Disponemos de evidencias científicas que lo corroboran demostrando sus beneficios tanto físicos como mentales así como la prevención de enfermedades y otras aportaciones de enriquecimiento social. Esta realidad ha permitido que instituciones públicas y privadas incentiven la práctica de la actividad física para mejorar la calidad de vida de la población a través de la ejecución de programas de promoción de vida activa. Sin embargo, muchas personas son incapaces de mantener hábitos de práctica de ejercicio físico, una realidad que se está empezando a investigar desde diversos frentes. Consideramos que es fundamental analizar y optimizar las estrategias que permiten a los profesionales de la actividad física y el deporte, estimular a la población a ser físicamente activos y aumentar su motivación hacia la realización de ejercicio físico. El objetivo de este estudio se centró en comprobar la efectividad de establecer y administrar estrategias de adhesión a la actividad física sobre personas sedentarias en base a diferentes modelos de intervención profesional. Estos modelos están basados en la Teoría de la Autodeterminación (TAD). Hemos pretendido conocer la capacidad de las personas sedentarias para mantenerse activos de forma autónoma tras la aplicación de estos modelos de intervención y comprobar el aumento de motivación y de satisfacción de sus necesidades psicológicas básicas. Los participantes, personas sedentarias predispuestas a seguir un programa de incentivación de la actividad física, y personas activas cumplieron un programa de ejercicio físico semanal. Los participantes sedentarios se han dividido en dos grupos; un primer grupo recibió dos clases semanales en un horario determinado, con un mismo instructor que aplicaba estrategias basadas en la TAD y que debía cumplimentar un tercer día de práctica realizado por su cuenta; un segundo grupo se sometió a este ejercicio físico mínimo semanal de forma libre, facilitando a los participantes el acceso a un centro de fitness colaborador. Al mismo tiempo, algunas personas activas actuaron como participantes referentes. Siguiendo un planteamiento metodológico Mixed Methods, se aplicaron diversos instrumentos de análisis, diarios, cuestionarios estandarizados y entrevistas semiestructuradas. A partir de la obtención de datos de diferente naturaleza y de su triangulación, hemos obtenido valiosos resultados en cuanto a los principales aspectos de la TAD: la motivación, la satisfacción de las necesidades psicológicas básicas, los beneficios y las barreras percibidas. Todo ello corrobora nuestro objeto de estudio centrado en la necesidad de orientar las estrategias de actuación de los profesionales. Pocos participantes se mantuvieron activos al finalizar el programa y fueron aquellos con un grupo fijo e instructor con actuación basada en la TAD quienes tuvieron más participación durante el programa. Basándonos en los resultados, exponemos recomendaciones para aumentar la motivación de las personas hacia la práctica de la actividad física., In recent years, physical activity and sports have been recognized as important aspects of a healthy lifestyle. Scientific evidence shows that exercise improves physical and mental health, prevents disease, and offers other benefits related to social enrichment. These various advantages have prompted public and private institutions to introduce programs that promote an active lifestyle as a way to improve people’s quality of life through physical activity. However, many people are unable to maintain habits of physical exercise, and researchers have begun to investigate this situation on several fronts. We believe it is essential to analyze and optimize the strategies that fitness and sports professionals use to encourage people to be physically active and increase their motivation to exercise. The aim of this study was to verify the effectiveness of establishing and administering various strategies to encourage sedentary people to become physically active. The strategies studied follow different professional intervention models based on self-determination theory. We sought to determine sedentary people’s capacity to stay active autonomously following the application of these intervention models and measure the increase in participants’ motivation as well as the satisfaction of their basic psychological needs. The participants—active people and sedentary people predisposed to follow a program that encourages physical activity—took part in a weekly exercise program. The sedentary participants were divided into two groups. One group received two classes a week at specific times with the same instructor, who applied strategies based on self-determination theory; this group was asked to exercise on their own on a third day each week. A second group was asked to meet the same minimum weekly exercise quota in whatever way they wished and were given access to a collaborating fitness center. The active participants were used as controls. Using a mixed-methods approach, we applied various instruments of analysis: diaries, standardized questionnaires, and semi-structured interviews. After collecting and triangulating different types of data, we obtained valuable results on the main aspects of self-determination theory—motivation, satisfaction of basic psychological needs, and perceived benefits and barriers—that can provide guidance to professionals who apply intervention strategies. Few participants remained active after completion of the program. The participants who attended instructorled classes based on self-determination theory with a fixed group had the highest levels of participation during the program. On the basis of our results, we present a series of recommendations on how to increase people’s motivation to be physically active.

Previous studies that have utilized the Foreign Language Speaking Anxiety Scale (FLSAS) have performed their studies with the assumption that Foreign Language Speaking Anxiety is negatively correlated with oral skills, i.e. as anxiety increases, speaking skills decrease. In order to confirm this assumption, this study included a survey, the purpose of which is to measure three factors, in order to verify the possibility of other factors playing possibly bigger roles, among upper secondary school students in Sweden: the frequency of language use, their anxiety levels, and foreign language speaking skills. In order to be able to discuss the data thoroughly, this study includes theories regarding motivation, Self-Determination Theory, and Willingness to Communicate (WTC). The data showed that as the anxiety of the students increased, their language speaking skills decreased, i.e. a negative correlation was discovered. However, their frequency of foreign language use remained virtually the same, regardless of their anxiety levels, i.e. no strong correlation was discovered here. Lastly, the language skills of the students showed a weak positive correlation with their language use, i.e. the more they spoke, the higher their oral skills were. Therefore, the results of this study confirm previous studies claiming that foreign language speaking competence has a strong negative correlation with foreign language speaking anxiety.

Mestrado em Marketing A presente dissertação é sobre o comportamento do consumidor desportista. Pretende-se compreender quais são os fatores motivacionais que influenciam a frequência com que os consumidores correm. Para tal, em primeiro lugar, abordou-se a temática do comportamento do consumidor desportista. Em segundo, estudou-se as motivações que o levam a correr, no mercado Português e no mercado Brasileiro. Com base no modelo E-O-R (Estímulo-Organismo-Resposta), investigou-se em que medida os fatores externos e internos (E) estimulam o consumidor (O) na sua frequência de corrida (R). Realizou-se um estudo de natureza quantitativa, através de um questionário, com base numa amostra por conveniência, nas redes sociais. Os resultados revelam que os consumidores do sexo masculino com idades mais avançadas são levados a correr mais de uma vez por semana, comportamento influenciado pela culpabilidade de não correrem. Foram encontradas influências positivas das caraterísticas sociodemográficas (idade e sexo), sobre a frequência da corrida. As conclusões refletem a importância dos marketeers terem em conta o perfil e motivos pelos quais os consumidores correm, de forma a promoverem a corrida como um estilo de vida, que traz bem-estar, satisfação e prazer a quem a pratica. The present dissertation is about the behaviour of sportsman consumer. The purpose is to understand which are the motivational factors that influence the frequency of consumers running. To do so, a first approached to the thematic of sportsman consumer behavior took place. Second, it was studied the motivational factors that lead him to run, both on the Portuguese and the Brazilian markets. Based on the S-O-R model (Stimulus-Organism-Response), it was investigated how the external factors and internal factors (S) stimulate consumer (O), on his running frequency (R). Through a questionary a study of quantitative nature, was conducted, based on a convenience sample, on the social networks. The results reveal that male consumers with older ages are lead to run more than once a week, a behaviour that is influenced by the guilty feeling of not running. Positive influences of sociodemographic characteristics were found (age and sex) on the running frequency. The conclusions reflect the importance of marketeers to attend the profile and motives due to why consumers run, in order to encourage running as a well-being, satisfaction and pleasure lifestyle for those who practice it.

MA (Positive Psychology), North-West University, Potchefstroom Campus, 2016 During the past few years research has increasingly focused on the constituents of wellbeing, resulting in the development of various theories aimed at explaining what it means to be psychologically well. Self-determination theory (SDT), a metatheory of human motivation, discerns three basic psychological needs which are universal across cultures, namely autonomy, competence, and relatedness. According to basic psychological needs theory, a sub theory of SDT, all three basic psychological needs must be satisfied for growth and well-being to occur. When one or more of the basic psychological needs are not satisfied, it may result in maladaptive and compensatory behaviour patterns. Research also indicated that need satisfaction, need dissatisfaction, and need thwarting are different constructs, each with its own associations with different levels of well-being or ill-being. This emphasises the importance of having valid and reliable measures to assess an individual’s levels of need (dis)satisfaction. The aim of this study was to investigate the psychometric properties of the Basic Psychological Needs Scale (BPNS), a measure of basic psychological need satisfaction, in a South African student sample, by exploring its factorial validity, internal consistency reliability, and the criterion-related validity. This study formed part of the FORT 3 umbrella project which was approved by the Ethics Committee of the North-West University, South Africa, with project number NWU 00002-07-A2. A quantitative, cross-sectional survey design was employed. The participants were a nonprobability sample of 322 students from multiple campuses from a South African university. Participants were between 18 and 54 years of age. Each participant completed a battery of measurement scales, including the BPNS. VALIDATION OF THE BASIC PSYCHOLOGICAL NEEDS SCALE iii Confirmatory factor analysis was used to determine the factor structure of the BPNS. The results indicated that neither a one-factor, nor a three-factor model fitted the original 21-item BPNS. After problematic items were removed a three factor, 17-item measure with a negatively worded method effect best fitted our data. However, the fit was only marginal and internal consistency reliability indicators remained low. Although the 17-item BPNS had good criterion related validity, the marginal factorial validity and low internal consistency reliability suggest that the scale should be used with caution in the present context. Specifically, an inspection of the remaining items indicated potential theoretical problems such as that the real meaning, or the full extent, of the intended constructs was not captured. There were also duplicated and ambiguous items. In addition, negatively worded items could tap a different dimension of each construct, while contextual and cultural factors could also have influenced how items operated in the present sample. Future research may focus on investigating the psychometric properties of the BPNS in different populations. An emic approach to understanding basic psychological needs in a South African context is suggested. Furthermore, the BPNS can be improved by rewriting or removing problematic items, and/or by constructing new items. Masters

Classroom management has a major impact on students’ motivation and learning outcomes. However, studies are needed to understand why teachers adopt/discard those instructional practices and how the process of changes in practice takes place. Using a mixed-method design, we investigated whether and how classroom management-related beliefs and self-reported practices change over the first year of teacher education. Results revealed that teacher education has important implications for classroom management beliefs and practices: Teachers moved toward beliefs and practices encouraged by the teacher education program. Surveys and interviews indicated that changes in practices strongly depend on teachers’ beliefs. Changes were affected by the school context, specifically the alignment between the values conveyed by the teacher education program and those of the schools.

Classroom management has a major impact on students’ motivation and learning outcomes. However, studies are needed to understand why teachers adopt/discard those instructional practices and how the process of changes in practice takes place. Using a mixed-method design, we investigated whether and how classroom management-related beliefs and self-reported practices change over the first year of teacher education. Results revealed that teacher education has important implications for classroom management beliefs and practices: Teachers moved toward beliefs and practices encouraged by the teacher education program. Surveys and interviews indicated that changes in practices strongly depend on teachers’ beliefs. Changes were affected by the school context, specifically the alignment between the values conveyed by the teacher education program and those of the schools., The data were drawn from the research project "The Evolution of Teachers' Conceptions During Teacher Education," founded by the Swiss National Science Foundation (Grant N°100019_146351; primary investigator: Jean-Louis Berger, Swiss Federal Institute for Vocational Education and Training; co-investigators: Marcel Crahay, University of Geneva, and Carmela Aprea, Friedrich-Schiller-Universität Jena).