Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment
DC Field | Value | Language |
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dc.contributor.author | Hagger, Martin S. | - |
dc.contributor.author | Sultan, Sarwat | - |
dc.contributor.author | Hardcastle, Sarah J. | - |
dc.contributor.author | Reeve, Johnmarshall | - |
dc.contributor.author | Patall, Erika A. | - |
dc.contributor.author | Fraser, Barry | - |
dc.contributor.author | Hamilton, Kyra | - |
dc.contributor.author | Chatzisarantis, Nikos L. D. | - |
dc.date.accessioned | 2021-09-04T04:40:26Z | - |
dc.date.available | 2021-09-04T04:40:26Z | - |
dc.date.created | 2021-06-18 | - |
dc.date.issued | 2016-01 | - |
dc.identifier.issn | 1041-6080 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/90022 | - |
dc.description.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. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | ELSEVIER | - |
dc.subject | PERCEIVED AUTONOMY SUPPORT | - |
dc.subject | SELF-DETERMINATION THEORY | - |
dc.subject | TIME PHYSICAL-ACTIVITY | - |
dc.subject | PLANNED BEHAVIOR | - |
dc.subject | INTRINSIC MOTIVATION | - |
dc.subject | ACTIVITY INTENTIONS | - |
dc.subject | HIERARCHICAL MODEL | - |
dc.subject | EDUCATION | - |
dc.subject | EFFICACY | - |
dc.subject | INTERNALIZATION | - |
dc.title | Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Reeve, Johnmarshall | - |
dc.identifier.doi | 10.1016/j.lindif.2015.11.017 | - |
dc.identifier.scopusid | 2-s2.0-84957976464 | - |
dc.identifier.wosid | 000371363700020 | - |
dc.identifier.bibliographicCitation | LEARNING AND INDIVIDUAL DIFFERENCES, v.45, pp.166 - 175 | - |
dc.relation.isPartOf | LEARNING AND INDIVIDUAL DIFFERENCES | - |
dc.citation.title | LEARNING AND INDIVIDUAL DIFFERENCES | - |
dc.citation.volume | 45 | - |
dc.citation.startPage | 166 | - |
dc.citation.endPage | 175 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Psychology, Educational | - |
dc.subject.keywordPlus | PERCEIVED AUTONOMY SUPPORT | - |
dc.subject.keywordPlus | SELF-DETERMINATION THEORY | - |
dc.subject.keywordPlus | TIME PHYSICAL-ACTIVITY | - |
dc.subject.keywordPlus | PLANNED BEHAVIOR | - |
dc.subject.keywordPlus | INTRINSIC MOTIVATION | - |
dc.subject.keywordPlus | ACTIVITY INTENTIONS | - |
dc.subject.keywordPlus | HIERARCHICAL MODEL | - |
dc.subject.keywordPlus | EDUCATION | - |
dc.subject.keywordPlus | EFFICACY | - |
dc.subject.keywordPlus | INTERNALIZATION | - |
dc.subject.keywordAuthor | Trans-contextual model | - |
dc.subject.keywordAuthor | Autonomous motivation | - |
dc.subject.keywordAuthor | Theoretical integration | - |
dc.subject.keywordAuthor | Self-determination theory | - |
dc.subject.keywordAuthor | Theory of planned behavior | - |
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