|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|364516||621073||2016||10 صفحه PDF||سفارش دهید||دانلود رایگان|
• The trans-contextual model was tested in an academic context.
• Perceived autonomy support for math is related to pupils' math autonomous motivation.
• Autonomous motivation for math activities is transferred from classroom to home.
• Autonomous motivation is related to intentions and math homework behavior.
• Results may inform autonomy-supportive interventions to promote math engagement.
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.
Journal: Learning and Individual Differences - Volume 45, January 2016, Pages 166–175