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dc.contributor.authorHagger, Martin S
dc.contributor.authorSultan, Sarwat
dc.contributor.authorHardcastle, Sarah J
dc.contributor.authorChatzisarantis, Nikos LD
dc.date.accessioned2017-11-13T23:02:18Z
dc.date.available2017-11-13T23:02:18Z
dc.date.issued2015
dc.identifier.issn0361-476X
dc.identifier.doi10.1016/j.cedpsych.2014.12.002
dc.identifier.urihttp://hdl.handle.net/10072/171876
dc.description.abstractWe adopted a trans-contextual model of motivation to examine the processes by which school students' perceived autonomy support (defined as students' perceptions that their teachers' support their autonomous or self-determined motivation) and autonomous forms of motivation (defined as motivation to act out of a sense of choice, ownership, and personal agency) toward mathematics activities in an educational context predict autonomous motivation and intentions toward mathematics homework, and actual mathematics homework behavior and attainment, as measured by homework grades, in an out-of-school context. A three-wave prospective study design was adopted. High-school students (N = 216) completed self-report measures of perceived autonomy support and autonomous forms of motivation toward mathematics activities in school in the first wave of data collection. One-week later, participants completed measures of autonomous forms of motivation, attitudes, subjective norms, perceived behavioral control, and intentions with respect to mathematics homework outside school. Students' self-reported homework behavior and homework grades from students' class teachers were collected 5-weeks later. A structural equation model supported model hypotheses. Perceived autonomy support and autonomous forms of motivation toward mathematics activities in school were related to autonomous forms of motivation toward mathematics homework outside of school. Autonomous forms of motivation toward mathematics homework predicted intentions to do mathematics homework mediated by attitudes, subjective norms and perceived behavioral control. Intentions predicted self-reported mathematics homework behavior and mathematics homework grades. Perceived autonomy support and autonomous forms of motivation toward mathematics in school had statistically significant indirect effects on mathematics homework intentions mediated by the motivational sequence of the model. Results provide preliminary support for the model and evidence that autonomous motivation toward mathematics activities in the classroom is linked with autonomous motivation, intention, behavior and actual attainment in mathematics homework outside of school.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAcademic Press
dc.relation.ispartofpagefrom111
dc.relation.ispartofpageto123
dc.relation.ispartofjournalContemporary Educational Psychology
dc.relation.ispartofvolume41
dc.subject.fieldofresearchPsychology and Cognitive Sciences not elsewhere classified
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode179999
dc.subject.fieldofresearchcode130399
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1701
dc.titlePerceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics
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.rights.copyright© 2015 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorHagger, Martin S.


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