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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

    230945_230945.pdf (772.8Kb)
    Access Status
    Open access
    Authors
    Chan, Derwin
    Yang, S.
    Hamamura, Takeshi
    Sultan, S.
    Xing, S.
    Chatzisarantis, Nikos
    Hagger, Martin
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Chan, D. and Yang, S. and Hamamura, T. and Sultan, S. and Xing, S. and Chatzisarantis, N. and Hagger, M. 2015. 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. Motivation and Emotion.39 (6): pp. 908-925.
    Source Title
    Motivation and Emotion
    DOI
    10.1007/s11031-015-9506-x
    ISSN
    0146-7239
    School
    School of Psychology and Speech Pathology
    Remarks

    The final publication is available at Springer via http://doi.org/10.1007/s11031-015-9506-x

    URI
    http://hdl.handle.net/20.500.11937/30088
    Collection
    • Curtin Research Publications
    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 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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