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    Motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis

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    Authors
    Hagger, Martin
    Hamilton, K.
    Date
    2018
    Type
    Journal Article
    
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    Citation
    Hagger, M. and Hamilton, K. 2018. Motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis. Learning and Individual Differences. 67: pp. 232-244.
    Source Title
    Learning and Individual Differences
    DOI
    10.1016/j.lindif.2018.09.002
    ISSN
    1041-6080
    School
    School of Psychology
    URI
    http://hdl.handle.net/20.500.11937/70862
    Collection
    • Curtin Research Publications
    Abstract

    Given the shortfall in students studying science, promotion of motivation and engagement in science education is a priority. The current study applied the trans-contextual model to study the motivational predictors of participation in science learning activities in secondary-school students. In a three-wave design, secondary-school students completed measures of perceived autonomy support, autonomous and controlled motivation, social-cognitive beliefs (attitudes, subjective norms, perceived control), intentions, and self-reported participation in out-of-school science learning activities. Five-weeks later, students self-reported their science learning activities. Students’ science grades over the semester period were obtained. Bayesian path analyses supported model hypotheses: in-school autonomous motivation predicted out-of-school autonomous motivation, beliefs, intentions, science activity participation, and science grades. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision in estimates. Findings provide evidence for a link between students’ autonomous motivation toward science activities across contexts and may inform interventions promoting motivation and participation in science activities.

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