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 LD | |
dc.date.accessioned | 2018-06-05T06:37:04Z | |
dc.date.available | 2018-06-05T06:37:04Z | |
dc.date.issued | 2016 | |
dc.identifier.issn | 1041-6080 | |
dc.identifier.doi | 10.1016/j.lindif.2015.11.017 | |
dc.identifier.uri | http://hdl.handle.net/10072/142816 | |
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. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Elsevier | |
dc.relation.ispartofpagefrom | 166 | |
dc.relation.ispartofpageto | 175 | |
dc.relation.ispartofjournal | Learning and Individual Differences | |
dc.relation.ispartofvolume | 45 | |
dc.subject.fieldofresearch | Specialist studies in education | |
dc.subject.fieldofresearch | Psychology | |
dc.subject.fieldofresearch | Other psychology not elsewhere classified | |
dc.subject.fieldofresearchcode | 3904 | |
dc.subject.fieldofresearchcode | 52 | |
dc.subject.fieldofresearchcode | 529999 | |
dc.title | Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
dcterms.license | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.description.version | Accepted Manuscript (AM) | |
gro.faculty | Griffith Health, School of Applied Psychology | |
gro.rights.copyright | © 2016 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited. | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Hamilton, Kyra | |