Motivation för jag-engagerat lärande : Förståelse för individens inre behov, för stärkandet av elevers motivation till lärande, vid dansestetiska gymnasiala utbildningar.

• Main Author: Lind af Hageby, Kate
• Format: Others
• Language: Swedish
• Published: Stockholms konstnärliga högskola, Institutionen för danspedagogik 2014
• Subjects: Apperception; behavior; dance education; development; frame of reference; hermeneutics; individual; incentive; inner needs; knowledge; motivation; personality; phenomenology; projectiv testing; psychology; prerequisites; self- actualization; self- engagement; stimuli; subconsciousness; wellbeing; Pedagogy; Pedagogik; Pedagogical Work; Pedagogiskt arbete
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-694

Höstterminen 2014 Today’s students show great divergences in incentives for commencing studies at an Upper Secondary Dance Educational School in Sweden. The level of the individual`s motivation both during the prelusive and pending stages of the education, shows great variance. The aim of the study is to find a correlation between the individual’s motivation level and the individual´s conceiving of enhancement or deprivation of inner needs. To which extent is the comprehension and consideration towards these needs, a direct agency in effecting the desire for self- engaged and lifelong learning? In which manner can a deeper and wider understanding of the needs for self- actualization, ensure a more sturdy and coherent motivation towards the experience of learning? Through motivation psychology as an angel of approach, the study incorporates the three methods; observation, projective testing and literary studies. Conscious and unconscious personality traits and states are chartered. The conjunction with various sources of stimuli subsequently indicates the deriving of behavior. The study indicates the need of educational practitioner’s insight and understanding towards the individual pupil’s apperception of the social world. Also the study indicates the importance of implementing this knowledge, in ensuring cohesiveness and sustainability of motivation for self- engaged lifelong learning.