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Lärares motivation att hantera elevers problemskapande beteenden: En kvalitativ studie utifrån Self-determination theory
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Social Sciences, Department of Psychology.
2016 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

Lärare i dagens skola ska möta varje elev med sin undervisning, även de som uppvisar problemskapande beteenden. Syftet med denna studie var att genom en kvalitativ ansats undersöka lärares motivation att hantera elevers problemskapande beteenden utifrån motivationsteorin Self-determination theory. Åtta intervjuer genomfördes med lärare och analyserades med tematisk metod. Resultaten skildrade hur informanternas motivation att hantera elevers problemskapande beteenden beskrevs relatera till den grad de basala behoven var tillfredsställda i arbetet med detta. Ansvar verkade viktigt för upplevelsen av kompetens och därmed viktigt för motivationen. Strukturella förändringar inom skolan, såsom ökad administration, beskrevs hindra de basala behoven och inverka negativt på informanternas motivation. Framtida forskning kan undersöka denna studies fynd för att vidare verka för att förbättra lärares arbetssituation.

Abstract [en]

It is a teachers’ duty to reach every pupil with their education, even those who show challenging behaviors. Teacher motivation for handling challenging behaviors is an unexplored subject wherefore the aim of this study was to examine this using Self-determination theory. Eight qualitative interviews were carried out and analyzed through thematic method. The results showed how the informants’ motivation to handle challenging behaviors were described as related to the degree of basic needs satisfaction. Furthermore responsibility seemed important for the feeling of competence and thereby also for their motivation. Structural changes within the school seemed to affect the teachers’ motivation negatively since it inhibits the basic needs. Future research should investigate these findings further to improve the teacher work situation. 

Place, publisher, year, edition, pages
2016. , 28 p.
Keyword [sv]
Self-determination theory, problemskapande beteenden, motivation, skola, lärare
National Category
Psychology
Identifiers
URN: urn:nbn:se:umu:diva-114309OAI: oai:DiVA.org:umu-114309DiVA: diva2:894924
External cooperation
Anonym
Subject / course
Examensarbete i psykologi
Educational program
Study Programme for University Diploma in Psychology
Supervisors
Examiners
Available from: 2016-01-22 Created: 2016-01-17 Last updated: 2016-03-08Bibliographically approved

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Lärares motivation att hantera elevers problemskapande beteenden(832 kB)253 downloads
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CiteExportLink to record
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Citation style
  • apa
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