Applying the integrated transcontextual model to mathematics activities in the classroom and homework behavior and attainment
Abstract
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.
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