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Schemalagt eget arbetes inverkan på studiemotivation i skolan: Hur elevers motivation påverkas av att de själva får bestämma vad de ska arbeta med på skoltid
KTH, School of Industrial Engineering and Management (ITM), Learning.
KTH, School of Industrial Engineering and Management (ITM), Learning.
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
How scheduled own study time affect students motivation in school (English)
Abstract [sv]

denna studie undersöks hur elever påverkas av att arbeta under friare former, med avseende på studiemotivation. Studien är gjord på en gymnasieskola i Stockholm med schemalagt eget arbete där eleverna själv får välja vad de vill arbeta med. En kvalitativ undersökning gjordes med hjälp av fokusgrupper för att utröna elevers, lärares och rektorers uppfattningar om studiemotivationen för eleverna under dessa lektionstillfällen. Studien tar sin utgångspunkt i Ryan & Decis’ självbestämmandeteori (SDT) och teorier om ansvar och kontroll. Resultatet visar att valfriheten gör att en del av eleverna upplever dessa lektionstillfällen som fördelaktiga för sin studiemotivation. De andra eleverna upplever att valfriheten påverkar dem negativt då de inte kan ta det ansvar som krävs för skolgången. Gemensamt för alla eleverna är att trots det egna valet genereras inte den inre motivationen, som enligt SDT skall bildas då eleverna får vara autonoma i sin planering och arbetsfördelning. Vidare tyder resultaten på att merparten av eleverna inte ännu är rustade för att agera inom en normativ styrfilosofi trots skolans vision om detta.

Abstract [en]

The aim of the study is to examine how pupils are affected by working under free forms, with respect to student motivation. The study took place in a high school in Stockholm with free study time scheduled, where the pupils are able to choose to work with whatever they find suitable. A qualitative study was carried out with focus groups to explore the opinions of students, teachers and principals regarding the student motivation during these classes. The theoretical framework of this study draws on Ryan & Decis’ Self Determination theory (SDT) and other theories concerning responsibility and control. The results show that a large amount of freedom makes some of the pupils regard these classes as an advantage for their motivation. Some other pupils perceived that freedom of choice affects them negatively as they cannot take responsibility for their schooling. Common for all pupils is that despite their own choice, the intrinsic motivation is not generated. Furthermore, the results indicate that the majority of the pupils are not prepared to act within a normative governance philosophy despite the school's vision regarding this.

Place, publisher, year, edition, pages
2018. , p. 35
Series
TRITA-ITM-EX ; 2018:581
Keywords [en]
Own choice, freedom, school, motivation, SDT, responsibility, control
Keywords [sv]
Eget val, valfrihet, skola, studiemotivation, SDT, ansvar, kontroll
National Category
Engineering and Technology Learning
Identifiers
URN: urn:nbn:se:kth:diva-232037OAI: oai:DiVA.org:kth-232037DiVA, id: diva2:1231740
Subject / course
Technology and Learning
Educational program
Master of Science in Engineering - Engineering and of Education
Presentation
2018-05-18, 00:00
Supervisors
Examiners
Available from: 2018-07-09 Created: 2018-07-09 Last updated: 2018-07-16Bibliographically approved

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