Show simple item record

dc.contributor.authorHagger, Martin S
dc.contributor.authorSultan, Sarwat
dc.contributor.authorHardcastle, Sarah J
dc.contributor.authorReeve, Johnmarshall
dc.contributor.authorPatall, Erika A
dc.contributor.authorFraser, Barry
dc.contributor.authorHamilton, Kyra
dc.contributor.authorChatzisarantis, Nikos LD
dc.date.accessioned2018-06-05T06:37:04Z
dc.date.available2018-06-05T06:37:04Z
dc.date.issued2016
dc.identifier.issn1041-6080
dc.identifier.doi10.1016/j.lindif.2015.11.017
dc.identifier.urihttp://hdl.handle.net/10072/142816
dc.description.abstractThe 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.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom166
dc.relation.ispartofpageto175
dc.relation.ispartofjournalLearning and Individual Differences
dc.relation.ispartofvolume45
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchOther psychology not elsewhere classified
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode52
dc.subject.fieldofresearchcode529999
dc.titleApplying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.description.versionAccepted Manuscript (AM)
gro.facultyGriffith 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.hasfulltextFull Text
gro.griffith.authorHamilton, Kyra


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record