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dc.contributor.authorHagger, Martin S
dc.contributor.authorChatzisarantis, Nikos LD
dc.date.accessioned2017-11-16T22:53:56Z
dc.date.available2017-11-16T22:53:56Z
dc.date.issued2012
dc.identifier.issn0256-2928
dc.identifier.doi10.1007/s10212-011-0082-5
dc.identifier.urihttp://hdl.handle.net/10072/171937
dc.description.abstractStudents’ self-determined or autonomous motivation in educational contexts is associated with adaptive educational and behavioural outcomes including persistence on educational tasks and academic performance. A key question for educators is whether promoting autonomous motivation toward activities in an educational context leads to increased autonomous motivation toward related activities in extramural contexts. In this article, we present a trans-contextual model that demonstrates the processes by which autonomous motivation is transferred from educational to extramural contexts. Using an integrated, multi-theory approach including self-determination and planned behaviour theories, we propose a motivational sequence in which perceived support for autonomous motivation for a given activity leads to autonomous motivation in educational contexts but also to autonomous motivation toward activities in extramural contexts. Autonomous motivation toward the activity in extramural contexts is proposed to be associated with attitudes, perceived control, and intentions to perform the activity in future and actual behaviour. We review recent prospective and intervention research that has applied the model to explain the transfer of autonomous motivation toward physical activity from a physical education context to a leisure time context. We also outline how the model can be applied in other educational contexts such as the transfer of motivation for science and language activities in educational contexts to motivation toward assignments in these subjects in extramural contexts. The applicability of the model as a basis for educational interventions to promote motivational transfer across contexts is discussed.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofpagefrom195
dc.relation.ispartofpageto212
dc.relation.ispartofissue2
dc.relation.ispartofjournalEuropean Journal of Psychology of Education
dc.relation.ispartofvolume27
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecialist studies in education not elsewhere classified
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390499
dc.titleTransferring motivation from educational to extramural contexts: A review of the trans-contextual model
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2012 Springer Netherlands. This is an electronic version of an article published in European Journal of Psychology of Education, June 2012, Volume 27, Issue 2, pp 195–212. European Journal of Psychology of Education 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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