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dc.contributor.authorChan, Derwin
dc.contributor.authorYang, S.
dc.contributor.authorHamamura, Takeshi
dc.contributor.authorSultan, S.
dc.contributor.authorXing, S.
dc.contributor.authorChatzisarantis, Nikos
dc.contributor.authorHagger, Martin
dc.date.accessioned2017-01-30T13:17:21Z
dc.date.available2017-01-30T13:17:21Z
dc.date.created2015-10-29T04:09:03Z
dc.date.issued2015
dc.identifier.citationChan, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/30088
dc.identifier.doi10.1007/s11031-015-9506-x
dc.description.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.

dc.publisherSpringer New York LLC
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
dcterms.source.issn0146-7239
dcterms.source.titleMotivation and Emotion
curtin.note

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

curtin.departmentSchool of Psychology and Speech Pathology
curtin.accessStatusOpen access


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