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Att motivera barn och unga till klimatsmarta beteenden: En utvärdering av energibesparingsprojektet ”Energijakten” med utgångspunkt från Self-determination theory

Johansson, Cecilia LU (2016) PSYK11 20161
Department of Psychology
Abstract (Swedish)
Syftet med denna studie var att undersöka om det kommunala projektet "Energijakten" har motiverat grundskoleelever att agera mer energibesparande. Studien undersökte även elevers upplevelse av skolans pedagogiska stöd till energibesparande beteenden. Self-determination theory användes som teoretisk utgångspunkt för studien. En kvasiexperimentell design användes genom att jämföra en skola som deltagit i projektet med två skolor som inte deltagit. För att besvara forskningsfrågorna skapades en enkät med självskattningsfrågor baserad på validerade mätinstrument som utgår från self-determination theory. Enkäten distribuerades till sammanlagt 285 elever i 4:e till 6:e klass i den deltagande och de icke deltagande skolorna, och en svarsfrekvens... (More)
Syftet med denna studie var att undersöka om det kommunala projektet "Energijakten" har motiverat grundskoleelever att agera mer energibesparande. Studien undersökte även elevers upplevelse av skolans pedagogiska stöd till energibesparande beteenden. Self-determination theory användes som teoretisk utgångspunkt för studien. En kvasiexperimentell design användes genom att jämföra en skola som deltagit i projektet med två skolor som inte deltagit. För att besvara forskningsfrågorna skapades en enkät med självskattningsfrågor baserad på validerade mätinstrument som utgår från self-determination theory. Enkäten distribuerades till sammanlagt 285 elever i 4:e till 6:e klass i den deltagande och de icke deltagande skolorna, och en svarsfrekvens på 86 % erhölls. Resultaten visade att eleverna i både projektskola och kontrollskolor var signifikant mer autonomt motiverade än kontrollerat motiverade till energibesparande beteenden. Inga signifikanta skillnader avseende motivation och upplevt pedagogiskt stöd kunde konstateras mellan grupperna. Det upplevda pedagogiska stödet kunde förklara 20 % av den autonoma och kontrollerade motivationen. Studiens slutsats var att Energijakten inte bidrog signifikant till ökad motivation eller ökat upplevt stöd till energibesparande beteenden hos eleverna. (Less)
Abstract
The purpose of this study was to investigate whether the municipal project ”Energijakten” have motivated elementary school students to act more energy conserving. The study also explored the students’ experience of the educational support regarding energy saving behaviors. Self-determination theory was used as a theoretical framework for assessing motivation and educational support. A quasi-experimental design was used by comparing a school which participated in the project with two schools that did not participate. In order to answer the research questions a self-report questionnaire was created based on validated measures related to self-determination theory. The questionnaire was distributed to 285 students in 4th to 6th grade in the... (More)
The purpose of this study was to investigate whether the municipal project ”Energijakten” have motivated elementary school students to act more energy conserving. The study also explored the students’ experience of the educational support regarding energy saving behaviors. Self-determination theory was used as a theoretical framework for assessing motivation and educational support. A quasi-experimental design was used by comparing a school which participated in the project with two schools that did not participate. In order to answer the research questions a self-report questionnaire was created based on validated measures related to self-determination theory. The questionnaire was distributed to 285 students in 4th to 6th grade in the participating and non-participating schools, and a response rate of 86 % was obtained. The results of the study showed that the students in both the participating school and the non-participating schools were significantly more autonomously motivated than controlled motivated towards energy-saving behaviors. No significant differences regarding motivation and perceived educational support were found between the groups. The perceived educational support could explain 20 % of the autonomous and controlled motivation. The conclusion of the study was that Energijakten did not contribute significantly to increase the students motivation or the perceived educational support towards energy conserving behaviors. (Less)
Please use this url to cite or link to this publication:
author
Johansson, Cecilia LU
supervisor
organization
course
PSYK11 20161
year
type
M2 - Bachelor Degree
subject
keywords
hållbar utveckling, utbildning, autonom reglering, self-determination theory, inre motivation, energibesparing, stöd, intrinsic motivation, autonomous regulation, education, sustainable development, energy conservation, support
language
Swedish
id
8885862
date added to LUP
2016-06-30 11:46:34
date last changed
2016-06-30 11:46:34
@misc{8885862,
  abstract     = {The purpose of this study was to investigate whether the municipal project ”Energijakten” have motivated elementary school students to act more energy conserving. The study also explored the students’ experience of the educational support regarding energy saving behaviors. Self-determination theory was used as a theoretical framework for assessing motivation and educational support. A quasi-experimental design was used by comparing a school which participated in the project with two schools that did not participate. In order to answer the research questions a self-report questionnaire was created based on validated measures related to self-determination theory. The questionnaire was distributed to 285 students in 4th to 6th grade in the participating and non-participating schools, and a response rate of 86 % was obtained. The results of the study showed that the students in both the participating school and the non-participating schools were significantly more autonomously motivated than controlled motivated towards energy-saving behaviors. No significant differences regarding motivation and perceived educational support were found between the groups. The perceived educational support could explain 20 % of the autonomous and controlled motivation. The conclusion of the study was that Energijakten did not contribute significantly to increase the students motivation or the perceived educational support towards energy conserving behaviors.},
  author       = {Johansson, Cecilia},
  keyword      = {hållbar utveckling,utbildning,autonom reglering,self-determination theory,inre motivation,energibesparing,stöd,intrinsic motivation,autonomous regulation,education,sustainable development,energy conservation,support},
  language     = {swe},
  note         = {Student Paper},
  title        = {Att motivera barn och unga till klimatsmarta beteenden: En utvärdering av energibesparingsprojektet ”Energijakten” med utgångspunkt från Self-determination theory},
  year         = {2016},
}