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  • In-lecture learning motivation predicts students' motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan

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    Author(s)
    Chan, Derwin King Chung
    Yang, Sophie Xin
    Hamamura, Takeshi
    Sultan, Sarwat
    Xing, Suxuan
    Chatzisarantis, Nikos LD
    Hagger, Martin S
    Griffith University Author(s)
    Hagger, Martin S.
    Year published
    2015
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    Abstract
    This paper presents a cross-cultural examination of the trans-contextual model in University education setting. The purpose of the study was to test the effect of students’ perceived autonomy support and in-lecture learning motivation on motivation, intention, and behaviour with respect to after-lecture learning via the mediation of the social cognitive variables: attitude, subjective norm, and perceived behavioural control. University students from UK, China, and Pakistan completed the questionnaires of the study variables. Results revealed that in-lecture perceived autonomy support and autonomous motivation were positively ...
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    This paper presents a cross-cultural examination of the trans-contextual model in University education setting. The purpose of the study was to test the effect of students’ perceived autonomy support and in-lecture learning motivation on motivation, intention, and behaviour with respect to after-lecture learning via the mediation of the social cognitive variables: attitude, subjective norm, and perceived behavioural control. University students from UK, China, and Pakistan completed the questionnaires of the study variables. Results revealed that in-lecture perceived autonomy support and autonomous motivation were positively associated with autonomous motivation and intention to engage in after-lecture learning activities via the mediation of the social cognitive variables in all samples. After controlling for the effect of past behaviour, relations between intention and behaviour were only observed in the Chinese sample. In conclusion, the trans-contextual model can be applied to University education, but cultural differences appear to moderate the predictive power of the model, particularly for the intention-behaviour relationship.
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    Journal Title
    Motivation and Emotion
    Volume
    39
    Issue
    6
    DOI
    https://doi.org/10.1007/s11031-015-9506-x
    Copyright Statement
    © 2015 Springer Netherlands. This is an electronic version of an article published in Motivation and Emotion, December 2015, Volume 39, Issue 6, pp 908–925. Motivation and Emotion is available online at: http://link.springer.com// with the open URL of your article.
    Subject
    Cognitive and computational psychology
    Other psychology not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/171871
    Collection
    • Journal articles

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