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Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment
Hagger, Martin S. Sultan, Sarwat Hardcastle, Sarah J. Reeve, Johnmarshall Patall, Erika A. Fraser, Barry Hamilton, Kyra Chatzisarantis, Nikos L. D.
Hagger, Martin S.
Sultan, Sarwat
Hardcastle, Sarah J.
Reeve, Johnmarshall
Patall, Erika A.
Fraser, Barry
Hamilton, Kyra
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.
Keywords
trans-contextual model, autonomous motivation, theoretical integration, self-determination theory, theory of planned behavior
Date
2016
Type
Journal article
Journal
Learning and Individual Differences
Book
Volume
45
Issue
Page Range
166-175
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled