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Article: Transferring motivation from educational to extramural contexts: A review of the trans-contextual model

TitleTransferring motivation from educational to extramural contexts: A review of the trans-contextual model
Authors
KeywordsHierarchical Model
Intrinsic Motivation
Motivational Transfer
Self-Determination Theory
Theoretical Integration
Theory Of Planned Behaviour
Issue Date2012
PublisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/psychology/child+%26+school+psychology/journal/10212
Citation
European Journal Of Psychology Of Education, 2012, v. 27 n. 2, p. 195-212 How to Cite?
AbstractStudents' self-determined or autonomous motivation in educational contexts is associated with adaptive educational and behavioural outcomes including persistence on educational tasks and academic performance. A key question for educators is whether promoting autonomous motivation toward activities in an educational context leads to increased autonomous motivation toward related activities in extramural contexts. In this article, we present a trans-contextual model that demonstrates the processes by which autonomous motivation is transferred from educational to extramural contexts. Using an integrated, multi-theory approach including self-determination and planned behaviour theories, we propose a motivational sequence in which perceived support for autonomous motivation for a given activity leads to autonomous motivation in educational contexts but also to autonomous motivation toward activities in extramural contexts. Autonomous motivation toward the activity in extramural contexts is proposed to be associated with attitudes, perceived control, and intentions to perform the activity in future and actual behaviour. We review recent prospective and intervention research that has applied the model to explain the transfer of autonomous motivation toward physical activity from a physical education context to a leisure time context. We also outline how the model can be applied in other educational contexts such as the transfer of motivation for science and language activities in educational contexts to motivation toward assignments in these subjects in extramural contexts. The applicability of the model as a basis for educational interventions to promote motivational transfer across contexts is discussed. © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2011.
Persistent Identifierhttp://hdl.handle.net/10722/161404
ISSN
2015 Impact Factor: 1.008
2015 SCImago Journal Rankings: 0.628
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHagger, MSen_US
dc.contributor.authorChatzisarantis, NLDen_US
dc.date.accessioned2012-08-24T08:31:10Z-
dc.date.available2012-08-24T08:31:10Z-
dc.date.issued2012en_US
dc.identifier.citationEuropean Journal Of Psychology Of Education, 2012, v. 27 n. 2, p. 195-212en_US
dc.identifier.issn0256-2928en_US
dc.identifier.urihttp://hdl.handle.net/10722/161404-
dc.description.abstractStudents' self-determined or autonomous motivation in educational contexts is associated with adaptive educational and behavioural outcomes including persistence on educational tasks and academic performance. A key question for educators is whether promoting autonomous motivation toward activities in an educational context leads to increased autonomous motivation toward related activities in extramural contexts. In this article, we present a trans-contextual model that demonstrates the processes by which autonomous motivation is transferred from educational to extramural contexts. Using an integrated, multi-theory approach including self-determination and planned behaviour theories, we propose a motivational sequence in which perceived support for autonomous motivation for a given activity leads to autonomous motivation in educational contexts but also to autonomous motivation toward activities in extramural contexts. Autonomous motivation toward the activity in extramural contexts is proposed to be associated with attitudes, perceived control, and intentions to perform the activity in future and actual behaviour. We review recent prospective and intervention research that has applied the model to explain the transfer of autonomous motivation toward physical activity from a physical education context to a leisure time context. We also outline how the model can be applied in other educational contexts such as the transfer of motivation for science and language activities in educational contexts to motivation toward assignments in these subjects in extramural contexts. The applicability of the model as a basis for educational interventions to promote motivational transfer across contexts is discussed. © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2011.en_US
dc.languageengen_US
dc.publisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/psychology/child+%26+school+psychology/journal/10212en_US
dc.relation.ispartofEuropean Journal of Psychology of Educationen_US
dc.subjectHierarchical Modelen_US
dc.subjectIntrinsic Motivationen_US
dc.subjectMotivational Transferen_US
dc.subjectSelf-Determination Theoryen_US
dc.subjectTheoretical Integrationen_US
dc.subjectTheory Of Planned Behaviouren_US
dc.titleTransferring motivation from educational to extramural contexts: A review of the trans-contextual modelen_US
dc.typeArticleen_US
dc.identifier.emailHagger, MS:martin.hagger@nottingham.ac.uken_US
dc.identifier.authorityHagger, MS=rp01644en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1007/s10212-011-0082-5en_US
dc.identifier.scopuseid_2-s2.0-84863831522en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84863831522&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume27en_US
dc.identifier.issue2en_US
dc.identifier.spage195en_US
dc.identifier.epage212en_US
dc.identifier.isiWOS:000304142000004-
dc.publisher.placeNetherlandsen_US
dc.identifier.scopusauthoridHagger, MS=6602134841en_US
dc.identifier.scopusauthoridChatzisarantis, NLD=6602156578en_US

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