Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment

Journal article

Hagger, Martin S., Sultan, Sarwat, Hardcastle, Sarah J., Reeve, Johnmarshall, Patall, Erika A., Fraser, Barry, Hamilton, Kyra and Chatzisarantis, Nikos L. D.. (2016). Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment. Learning and Individual Differences. 45, pp. 166 - 175. https://doi.org/10.1016/j.lindif.2015.11.017
AuthorsHagger, Martin S., Sultan, Sarwat, Hardcastle, Sarah J., Reeve, Johnmarshall, Patall, Erika A., Fraser, Barry, Hamilton, Kyra and Chatzisarantis, Nikos L. D.
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.

Keywordstrans-contextual model; autonomous motivation; theoretical integration; self-determination theory; theory of planned behavior
Year2016
JournalLearning and Individual Differences
Journal citation45, pp. 166 - 175
PublisherElsevier
ISSN1041-6080
Digital Object Identifier (DOI)https://doi.org/10.1016/j.lindif.2015.11.017
Scopus EID2-s2.0-84957976464
Page range166 - 175
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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