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För vem presterar du?: Motivation, prestation och måluppfyllelse ur ett elevperspektiv
2014 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to examine for whom high school students who takes instrument/vocal courses perform and how different factors affect their motivation as well as performance, and how Upper secondary school students may experience performance anxiety. Four students participated in this qualitative interview study and were interviewed separately. The result shows that confirmation and encouragement are considered to be important by the informants, where confirmation from surrounding people such as teachers, family and friends have a strong influence. Confirmation contributes to an increased motivation to keep playing/singing and to strive further. Performance anxiety seems to be a minor problem: informants mostly get nervous in relation to concert situations and then in a different way than during lessons. Strategies and methods to mitigate and counteract nervousness are seen as desirable. This is something that can be achieved by an open dialogue between teacher and student about the causes of nervousness and how nervousness can be managed. Teachers can help the student manage these feelings by adopting a calming influence and sharing of (their) experiences. The results also show that students’ motivation can benefit from the feeling of safety in relationships in- and outside of school.

Place, publisher, year, edition, pages
2014. , 48 p.
Keyword [en]
Social Behaviour Law
Keyword [sv]
Samhälls-, beteendevetenskap, juridik, Prestation, prestationsångest, motivation, undervisning, estetiska programmet
URN: urn:nbn:se:ltu:diva-53717Local ID: ab7bf5ac-ed89-4903-8799-3b42a93e646dOAI: diva2:1027093
Subject / course
Student thesis, at least 30 credits
Educational program
Education, master's level
Validerat; 20140122 (global_studentproject_submitter)Available from: 2016-10-04 Created: 2016-10-04Bibliographically approved

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Stridbeck, Michaela

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