In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan
This paper presents a cross-cultural examination of the trans-contextual model in University education setting. The purpose of the study was to test the effect of students’ perceived autonomy support and in-lecture learning motivation on motivation, intention, and behaviour with respect to after-lec...
| Main Authors: | , , , , , , |
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| Format: | Journal Article |
| Published: |
Springer New York LLC
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/30088 |
| _version_ | 1848752987413938176 |
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| author | Chan, Derwin Yang, S. Hamamura, Takeshi Sultan, S. Xing, S. Chatzisarantis, Nikos Hagger, Martin |
| author_facet | Chan, Derwin Yang, S. Hamamura, Takeshi Sultan, S. Xing, S. Chatzisarantis, Nikos Hagger, Martin |
| author_sort | Chan, Derwin |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This paper presents a cross-cultural examination of the trans-contextual model in University education setting. The purpose of the study was to test the effect of students’ perceived autonomy support and in-lecture learning motivation on motivation, intention, and behaviour with respect to after-lecture learning via the mediation of the social cognitive variables: attitude, subjective norm, and perceived behavioural control. University students from UK, China, and Pakistan completed the questionnaires of the study variables. Results revealed that in-lecture perceived autonomy support and autonomous motivation were positively associated with autonomous motivation and intention to engage in after-lecture learning activities via the mediation of the social cognitive variables in all samples. After controlling for the effect of past behaviour, relations between intention and behaviour were only observed in the Chinese sample. In conclusion, the trans-contextual model can be applied to University education, but cultural differences appear to moderate the predictive power of the model, particularly for the intention-behaviour relationship. |
| first_indexed | 2025-11-14T08:17:21Z |
| format | Journal Article |
| id | curtin-20.500.11937-30088 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:17:21Z |
| publishDate | 2015 |
| publisher | Springer New York LLC |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-300882019-02-19T05:36:13Z In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan Chan, Derwin Yang, S. Hamamura, Takeshi Sultan, S. Xing, S. Chatzisarantis, Nikos Hagger, Martin This paper presents a cross-cultural examination of the trans-contextual model in University education setting. The purpose of the study was to test the effect of students’ perceived autonomy support and in-lecture learning motivation on motivation, intention, and behaviour with respect to after-lecture learning via the mediation of the social cognitive variables: attitude, subjective norm, and perceived behavioural control. University students from UK, China, and Pakistan completed the questionnaires of the study variables. Results revealed that in-lecture perceived autonomy support and autonomous motivation were positively associated with autonomous motivation and intention to engage in after-lecture learning activities via the mediation of the social cognitive variables in all samples. After controlling for the effect of past behaviour, relations between intention and behaviour were only observed in the Chinese sample. In conclusion, the trans-contextual model can be applied to University education, but cultural differences appear to moderate the predictive power of the model, particularly for the intention-behaviour relationship. 2015 Journal Article http://hdl.handle.net/20.500.11937/30088 10.1007/s11031-015-9506-x Springer New York LLC fulltext |
| spellingShingle | Chan, Derwin Yang, S. Hamamura, Takeshi Sultan, S. Xing, S. Chatzisarantis, Nikos Hagger, Martin In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan |
| title | In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan |
| title_full | In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan |
| title_fullStr | In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan |
| title_full_unstemmed | In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan |
| title_short | In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan |
| title_sort | in-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: examining the trans-contextual model across universities from uk, china, and pakistan |
| url | http://hdl.handle.net/20.500.11937/30088 |