Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment
- Authors
- Hagger, Martin S.; Sultan, Sarwat; Hardcastle, Sarah J.; Reeve, Johnmarshall; Patall, Erika A.; Fraser, Barry; Hamilton, Kyra; Chatzisarantis, Nikos L. D.
- Issue Date
- 1월-2016
- Publisher
- ELSEVIER
- Keywords
- Trans-contextual model; Autonomous motivation; Theoretical integration; Self-determination theory; Theory of planned behavior
- Citation
- LEARNING AND INDIVIDUAL DIFFERENCES, v.45, pp.166 - 175
- Indexed
- SSCI
SCOPUS
- Journal Title
- LEARNING AND INDIVIDUAL DIFFERENCES
- Volume
- 45
- Start Page
- 166
- End Page
- 175
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/90022
- DOI
- 10.1016/j.lindif.2015.11.017
- ISSN
- 1041-6080
- Abstract
- The aim of the present study was to test hypotheses of the trans-contextual model. We predicted relations between perceived autonomy support, autonomous motivation toward mathematics learning activities in an educational context, autonomous motivation toward mathematics homework in an out-of-school context, social-cognitive variables and intentions for future engagement in mathematics homework, and mathematics homework outcomes. Secondary school students completed measures of perceived autonomy support from teachers and autonomous motivation for in-class mathematics activities; measures of autonomous motivation, social-cognitive variables, and intentions for out-of-school mathematics homework; and follow-up measures of students' mathematics homework outcomes: self-reported homework engagement and actual homework grades. Perceived autonomy support was related to autonomous motivation toward in-class mathematics activities. There were trans-contextual effects of autonomous motivation across educational and out-of-school contexts, and relations between out-of-school autonomous motivation, intentions, and mathematics homework outcomes. Findings support trans-contextual effects of autonomous motivation toward mathematics activities across educational and out-of-school contexts and homework outcomes. (C) 2015 Elsevier Inc All rights reserved.
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Collections - College of Education > Department of Education > 1. Journal Articles
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