| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 364516 | Learning and Individual Differences | 2016 | 10 Pages |
•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.
