The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis
The trans-contextual 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 about, intentions toward, and actual engagement in, out-of-school physical activit...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/34616 |
| _version_ | 1848754271672074240 |
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| author | Hagger, Martin Chatzisarantis, N. |
| author_facet | Hagger, Martin Chatzisarantis, N. |
| author_sort | Hagger, Martin |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The trans-contextual 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 about, intentions toward, and actual engagement in, out-of-school physical activity. In the present article, we clarify the fundamental propositions of the model and resolve some outstanding conceptual issues, including its generalizability across multiple educational domains, criteria for its rejection or failed replication, the role of belief-based antecedents of intentions, and the causal ordering of its constructs. We also evaluate the consistency of model relationships in previous tests of the model using path-analytic meta-analysis. The analysis supported model hypotheses but identified substantial heterogeneity in the hypothesized relationships across studies unattributed to sampling and measurement error. Based on our meta-analysis, future research needs to provide further replications of the model in diverse educational settings beyond physical education and test model hypotheses using experimental methods. |
| first_indexed | 2025-11-14T08:37:46Z |
| format | Journal Article |
| id | curtin-20.500.11937-34616 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:37:46Z |
| publishDate | 2015 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-346162017-09-13T15:14:32Z The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis Hagger, Martin Chatzisarantis, N. The trans-contextual 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 about, intentions toward, and actual engagement in, out-of-school physical activity. In the present article, we clarify the fundamental propositions of the model and resolve some outstanding conceptual issues, including its generalizability across multiple educational domains, criteria for its rejection or failed replication, the role of belief-based antecedents of intentions, and the causal ordering of its constructs. We also evaluate the consistency of model relationships in previous tests of the model using path-analytic meta-analysis. The analysis supported model hypotheses but identified substantial heterogeneity in the hypothesized relationships across studies unattributed to sampling and measurement error. Based on our meta-analysis, future research needs to provide further replications of the model in diverse educational settings beyond physical education and test model hypotheses using experimental methods. 2015 Journal Article http://hdl.handle.net/20.500.11937/34616 10.3102/0034654315585005 fulltext |
| spellingShingle | Hagger, Martin Chatzisarantis, N. The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis |
| title | The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis |
| title_full | The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis |
| title_fullStr | The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis |
| title_full_unstemmed | The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis |
| title_short | The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis |
| title_sort | trans-contextual model of autonomous motivation in education: conceptual and empirical issues and meta-analysis |
| url | http://hdl.handle.net/20.500.11937/34616 |