Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment
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...
| Main Authors: | , , , , , , , |
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| Format: | Journal Article |
| Published: |
2016
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| Online Access: | http://hdl.handle.net/20.500.11937/43345 |
| _version_ | 1848756665646579712 |
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| author | Hagger, Martin Sultan, S. Hardcastle, Sarah Reeve, J. Patall, E. Fraser, Barry Hamilton, K. Chatzisarantis, Nikos |
| author_facet | Hagger, Martin Sultan, S. Hardcastle, Sarah Reeve, J. Patall, E. Fraser, Barry Hamilton, K. Chatzisarantis, Nikos |
| author_sort | Hagger, Martin |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T09:15:49Z |
| format | Journal Article |
| id | curtin-20.500.11937-43345 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:15:49Z |
| publishDate | 2016 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-433452018-12-13T03:26:49Z Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment Hagger, Martin Sultan, S. Hardcastle, Sarah Reeve, J. Patall, E. Fraser, Barry Hamilton, K. Chatzisarantis, Nikos 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. 2016 Journal Article http://hdl.handle.net/20.500.11937/43345 10.1016/j.lindif.2015.11.017 fulltext |
| spellingShingle | Hagger, Martin Sultan, S. Hardcastle, Sarah Reeve, J. Patall, E. Fraser, Barry Hamilton, K. Chatzisarantis, Nikos Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment |
| title | Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment |
| title_full | Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment |
| title_fullStr | Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment |
| title_full_unstemmed | Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment |
| title_short | Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment |
| title_sort | applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment |
| url | http://hdl.handle.net/20.500.11937/43345 |