Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment
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- 作者：Martin S. Haggera ; b ; c ; martin.hagger@curtin.edu.au" class="auth_mail" title="E-mail the corresponding author ; Sarwat Sultand ; sarwatsultan@hotmail.com" class="auth_mail" title="E-mail the corresponding author ; Sarah J. Hardcastlea ; sarah.hardcastle@curtin.edu.au" class="auth_mail" title="E-mail the corresponding author ; Johnmarshall Reevee ; reeve@korea.ac.kr" class="auth_mail" title="E-mail the corresponding author ; Erika A. Patallf ; patall@austin.utexas.edu" class="auth_mail" title="E-mail the corresponding author ; Barry Fraserg ; b.fraser@curtin.edu.au" class="auth_mail" title="E-mail the corresponding author ; Kyra Hamiltonc ; kyra.hamilton@griffith.edu.au" class="auth_mail" title="E-mail the corresponding author ; Nikos L.D. Chatzisarantisa ; nikos.chatzisarantis@curtin.edu.au" class="auth_mail" title="E-mail the corresponding author
- 关键词：Trans-contextual model ; Autonomous motivation ; Theoretical integration ; Self-determination theory ; Theory of planned behavior
- 刊名：Learning and Individual Differences
- 出版年：2016
- 出版时间：January 2016
- 年：2016
- 卷：45
- 期：Complete
- 页码：166-175
- 全文大小：595 K
文摘
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The trans-contextual model was tested in an academic context.
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Perceived autonomy support for math is related to pupils' math autonomous motivation.
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Autonomous motivation for math activities is transferred from classroom to home.
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Autonomous motivation is related to intentions and math homework behavior.
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Results may inform autonomy-supportive interventions to promote math engagement.