Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Broadening the trans-contextual model of motivation: A study with Spanish adolescents

    Access Status
    Fulltext not available
    Authors
    González-Cutre, D.
    Sicilia, A.
    Beas-Jiménez, M.
    Hagger, Martin
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    González-Cutre, D. and Sicilia, A. and Beas-Jiménez, M. and Hagger, M. 2014. Broadening the trans-contextual model of motivation: A study with Spanish adolescents. Scandinavian Journal of Medicine and Science in Sports. 24 (4): pp. e306-e319.
    Source Title
    Scandinavian Journal of Medicine and Science in Sports
    DOI
    10.1111/sms.12142
    ISSN
    0905-7188
    School
    School of Psychology
    URI
    http://hdl.handle.net/20.500.11937/33608
    Collection
    • Curtin Research Publications
    Abstract

    The original trans-contextual model of motivation proposed that autonomy support from teachers develops students’ autonomous motivation in physical education (PE), and that autonomous motivation is transferred from PE contexts to physical activity leisure-time contexts, and predicts attitudes, perceived behavioral control and subjective norms, and forming intentions to participate in future physical activity behavior. The purpose of this study was to test an extended trans-contextual model of motivation including autonomy support from peers and parents and basic psychological needs in a Spanish sample. School students (n = 400) aged between 12 and 18 years completed measures of perceived autonomy support from three sources, autonomous motivation and constructs from the theory of planned behavior at three different points in time and in two contexts, PE and leisure-time. A path analysis controlling for past physical activity behavior supported the main postulates of the model. Autonomous motivation in a PE context predicted autonomous motivation in a leisure-time physical activity context, perceived autonomy support from teachers predicted satisfaction of basic psychological needs in PE, and perceived autonomy support from peers and parents predicted need satisfaction in leisure-time. This study provides a cross-cultural replication of the trans-contextual model of motivation and broadens it to encompass basic psychological needs.

    Related items

    Showing items related by title, author, creator and subject.

    • The trans-contextual model: Perceived learning and performance motivational climates as analogues of perceived autonomy support
      Barkoukis, V.; Hagger, Martin (2013)
      The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation ...
    • Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment
      Hagger, Martin; Sultan, S.; Hardcastle, Sarah; Reeve, J.; Patall, E.; Fraser, Barry; Hamilton, K.; Chatzisarantis, Nikos (2016)
      The aim of the present study was to test hypotheses of the trans-contextual model. We predicted relations between perceived autonomy support, autonomous motivation toward mathematics learning activities in an educational ...
    • Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment
      Hagger, Martin; Sultan, S.; Hardcastle, Sarah; Chatzisarantis, Nikos (2015)
      We 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 ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.