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dc.contributor.authorHagger, Martin
dc.contributor.authorSultan, S.
dc.contributor.authorHardcastle, Sarah
dc.contributor.authorReeve, J.
dc.contributor.authorPatall, E.
dc.contributor.authorFraser, Barry
dc.contributor.authorHamilton, K.
dc.contributor.authorChatzisarantis, Nikos
dc.date.accessioned2017-01-30T15:06:54Z
dc.date.available2017-01-30T15:06:54Z
dc.date.created2015-12-29T20:00:19Z
dc.date.issued2016
dc.identifier.citationHagger, M. and Sultan, S. and Hardcastle, S. and Reeve, J. and Patall, E. and Fraser, B. and Hamilton, K. et al. 2016. Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment. Learning and Individual Differences. 45: pp. 166-175.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/43345
dc.identifier.doi10.1016/j.lindif.2015.11.017
dc.description.abstract

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 context, autonomous motivation toward mathematics homework in an out-of-school context, social-cognitive 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 in-class mathematics activities; measures of autonomous motivation, social-cognitive variables, and intentions for out-of-school mathematics homework; and follow-up measures of students' mathematics homework outcomes: self-reported homework engagement and actual homework grades. Perceived autonomy support was related to autonomous motivation toward in-class mathematics activities. There were trans-contextual effects of autonomous motivation across educational and out-of-school contexts, and relations between out-of-school autonomous motivation, intentions, and mathematics homework outcomes. Findings support trans-contextual effects of autonomous motivation toward mathematics activities across educational and out-of-school contexts and homework outcomes.

dc.titleApplying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment
dc.typeJournal Article
dcterms.source.issn1041-6080
dcterms.source.titleLearning and Individual Differences
curtin.departmentSchool of Psychology and Speech Pathology
curtin.accessStatusOpen access


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