Applying the integrated transcontextual model to mathematics activities in the classroom and homework behavior and attainment
Access Status
Embargo Lift Date
Authors
Date
2016Collection
Type
Metadata
Show full item recordAbstract
The aim of the present study was to test hypotheses of the transcontextual model. We predicted relations between perceived autonomy support, autonomous motivation toward mathematics learning activities in an educational context, autonomous motivation toward mathematics homework in an outofschool context, socialcognitive variables and intentions for future engagement in mathematics homework, and mathematics homework outcomes. Secondary school students completed measures of perceived autonomy support from teachers and autonomous motivation for inclass mathematics activities; measures of autonomous motivation, socialcognitive variables, and intentions for outofschool mathematics homework; and followup measures of students' mathematics homework outcomes: selfreported homework engagement and actual homework grades. Perceived autonomy support was related to autonomous motivation toward inclass mathematics activities. There were transcontextual effects of autonomous motivation across educational and outofschool contexts, and relations between outofschool autonomous motivation, intentions, and mathematics homework outcomes. Findings support transcontextual effects of autonomous motivation toward mathematics activities across educational and outofschool contexts and homework outcomes.
Citation
Source Title
School
Related items
Showing items related by title, author, creator and subject.

Hagger, Martin; Sultan, S.; Hardcastle, Sarah; Chatzisarantis, Nikos (2015)We adopted a transcontextual 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 selfdetermined ...

Hagger, Martin; Chatzisarantis, N. (2015)The transcontextual model outlines the processes by which autonomous motivation toward activities in a physical education context predicts autonomous motivation toward physical activity outside of school, and beliefs ...

Hagger, Martin; Chatzisarantis, N.L.D. (2012)A key question for educators is whether teaching styles, methods, and practices not only foster motivation toward, and persistence with, learning activities in the classroom but also in contexts outside of school (Ciani ...