Stoke - En studie av gymnasieelevers motivation och drivkrafter
(2016) LAMP72 20161Malmö Academy of Music
- Abstract (Swedish)
- Syftet med studien är att undersöka hur gymnasieelever upplever motivation i sin skolvardag inom sina profilämnen. Vad innebär motivation för dem? Vilka faktorer påverkar deras motivation? Hur upplever gymnasieelever motivation i sin skolvardag? Studien utgår ifrån kvalitativa forskningsmetoder och omfattar två elevgrupper från estetiska programmet, varav en grupp går musikinriktning och den andra skateboard-profil.
Studien har använt sig av separata fokusgrupper och critical incident technique tillsammans med foto-elicitering och enskilda intervjuer. Genom tematisk analys har ett resultat framställts som presenteras tillsammans med citat från intervjuerna som beskriver elevernas upplevelser av motivation. Resultaten visar att elevernas... (More) - Syftet med studien är att undersöka hur gymnasieelever upplever motivation i sin skolvardag inom sina profilämnen. Vad innebär motivation för dem? Vilka faktorer påverkar deras motivation? Hur upplever gymnasieelever motivation i sin skolvardag? Studien utgår ifrån kvalitativa forskningsmetoder och omfattar två elevgrupper från estetiska programmet, varav en grupp går musikinriktning och den andra skateboard-profil.
Studien har använt sig av separata fokusgrupper och critical incident technique tillsammans med foto-elicitering och enskilda intervjuer. Genom tematisk analys har ett resultat framställts som presenteras tillsammans med citat från intervjuerna som beskriver elevernas upplevelser av motivation. Resultaten visar att elevernas motivation i skolan påverkas av ett antal olika faktorer och att eleverna också på olika sätt utvecklar strategier för att förhålla sig till nämnda faktorer.
Studiens slutsats är att elever som primärt drivs av inre motivation verkar ha lättare att anta ett dynamiskt mindset och att det i sin tur leder till att eleverna lättare utvecklar strategier och metoder för att motivera sig själva och underlätta sitt eget lärande. Det verkar därför också bli lättare för elever som primärt drivs av inre motivation att ta ansvar för och äga sitt eget lärande. (Less) - Abstract
- The purpose of this study is to investigate how high school students experience motivation within in their chosen profile. What does motivation mean to them? Where does motivation come from? What promotes it and what impedes it? How is their motivation affected by their education? The study makes use of qualitative methods and includes two groups of students from the arts programme. One of the groups’ studies a music profile and the other group studies a skateboard profile.
The study made use of separate focus and Critical incident technique in conjunction with photo-elicitation and individual interviews. The results have been analysed through thematic analysis and are presented together with quotes from the interviews that describe the... (More) - The purpose of this study is to investigate how high school students experience motivation within in their chosen profile. What does motivation mean to them? Where does motivation come from? What promotes it and what impedes it? How is their motivation affected by their education? The study makes use of qualitative methods and includes two groups of students from the arts programme. One of the groups’ studies a music profile and the other group studies a skateboard profile.
The study made use of separate focus and Critical incident technique in conjunction with photo-elicitation and individual interviews. The results have been analysed through thematic analysis and are presented together with quotes from the interviews that describe the students’ experiences of motivation in. The results of this study show that motivation of the students in education is affected by a number of factors and that the students, in a variety of ways, develop strategies to relate to these factors.
The conclusion of this study is that students that are mainly motivated by intrinsic motivation seem to have it easier to appropriate a dynamic mind set which in turn leads to the students being more likely to develop strategies to motivate themselves and facilitate their own learning. Because of this it also seems to be easier for students motivated by intrinsic motivation to take responsibility for and ownership of their own learning. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8886951
- author
- Ferrari Bourner, Jesper LU
- supervisor
-
- Anna Houmann LU
- organization
- course
- LAMP72 20161
- year
- 2016
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Drive, mindset, motivation, musik, skateboarding, utbildningsvetenskap, musikpedagogik, music, educational science, music education
- language
- Swedish
- id
- 8886951
- date added to LUP
- 2016-08-31 09:32:08
- date last changed
- 2016-08-31 09:32:08
@misc{8886951,
abstract = {{The purpose of this study is to investigate how high school students experience motivation within in their chosen profile. What does motivation mean to them? Where does motivation come from? What promotes it and what impedes it? How is their motivation affected by their education? The study makes use of qualitative methods and includes two groups of students from the arts programme. One of the groups’ studies a music profile and the other group studies a skateboard profile.
The study made use of separate focus and Critical incident technique in conjunction with photo-elicitation and individual interviews. The results have been analysed through thematic analysis and are presented together with quotes from the interviews that describe the students’ experiences of motivation in. The results of this study show that motivation of the students in education is affected by a number of factors and that the students, in a variety of ways, develop strategies to relate to these factors.
The conclusion of this study is that students that are mainly motivated by intrinsic motivation seem to have it easier to appropriate a dynamic mind set which in turn leads to the students being more likely to develop strategies to motivate themselves and facilitate their own learning. Because of this it also seems to be easier for students motivated by intrinsic motivation to take responsibility for and ownership of their own learning.}},
author = {{Ferrari Bourner, Jesper}},
language = {{swe}},
note = {{Student Paper}},
title = {{Stoke - En studie av gymnasieelevers motivation och drivkrafter}},
year = {{2016}},
}