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dc.contributor.authorChan, Derwin King Chung
dc.contributor.authorYang, Sophie Xin
dc.contributor.authorHamamura, Takeshi
dc.contributor.authorSultan, Sarwat
dc.contributor.authorXing, Suxuan
dc.contributor.authorChatzisarantis, Nikos LD
dc.contributor.authorHagger, Martin S
dc.date.accessioned2017-11-13T23:19:27Z
dc.date.available2017-11-13T23:19:27Z
dc.date.issued2015
dc.identifier.issn0146-7239
dc.identifier.doi10.1007/s11031-015-9506-x
dc.identifier.urihttp://hdl.handle.net/10072/171871
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofpagefrom908
dc.relation.ispartofpageto925
dc.relation.ispartofissue6
dc.relation.ispartofjournalMotivation and Emotion
dc.relation.ispartofvolume39
dc.subject.fieldofresearchCognitive and computational psychology
dc.subject.fieldofresearchOther psychology not elsewhere classified
dc.subject.fieldofresearchcode5204
dc.subject.fieldofresearchcode529999
dc.titleIn-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
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 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.
gro.hasfulltextFull Text
gro.griffith.authorHagger, Martin S.


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