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Article: In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan

TitleIn-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan
Authors
KeywordsSelf-determination theory
Theory of planned behaviour
Cross-cultural study
After-class revision
Self-efficacy
Issue Date2015
PublisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0146-7239
Citation
Motivation and Emotion, 2015, v. 39 n. 6, p. 908-925 How to Cite?
AbstractThis paper presents a cross-cultural examination of the trans-contextual model in University education setting. The purpose of the study was to test the effect of students’ perceived autonomy support and in-lecture learning motivation on motivation, intention, and behaviour with respect to after-lecture learning via the mediation of the social cognitive variables: attitude, subjective norm, and perceived behavioural control. University students from UK, China, and Pakistan completed the questionnaires of the study variables. Results revealed that in-lecture perceived autonomy support and autonomous motivation were positively associated with autonomous motivation and intention to engage in after-lecture learning activities via the mediation of the social cognitive variables in all samples. After controlling for the effect of past behaviour, relations between intention and behaviour were only observed in the Chinese sample. In conclusion, the trans-contextual model can be applied to University education, but cultural differences appear to moderate the predictive power of the model, particularly for the intention-behaviour relationship.
Persistent Identifierhttp://hdl.handle.net/10722/221921
ISSN
2015 Impact Factor: 1.612
2015 SCImago Journal Rankings: 1.186
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, DKC-
dc.contributor.authorYang, SX-
dc.contributor.authorHamamura, T-
dc.contributor.authorSultan, S-
dc.contributor.authorXing, S-
dc.contributor.authorChatzisarantis, NLD-
dc.contributor.authorHagger, MS-
dc.date.accessioned2015-12-21T05:47:47Z-
dc.date.available2015-12-21T05:47:47Z-
dc.date.issued2015-
dc.identifier.citationMotivation and Emotion, 2015, v. 39 n. 6, p. 908-925-
dc.identifier.issn0146-7239-
dc.identifier.urihttp://hdl.handle.net/10722/221921-
dc.description.abstractThis paper presents a cross-cultural examination of the trans-contextual model in University education setting. The purpose of the study was to test the effect of students’ perceived autonomy support and in-lecture learning motivation on motivation, intention, and behaviour with respect to after-lecture learning via the mediation of the social cognitive variables: attitude, subjective norm, and perceived behavioural control. University students from UK, China, and Pakistan completed the questionnaires of the study variables. Results revealed that in-lecture perceived autonomy support and autonomous motivation were positively associated with autonomous motivation and intention to engage in after-lecture learning activities via the mediation of the social cognitive variables in all samples. After controlling for the effect of past behaviour, relations between intention and behaviour were only observed in the Chinese sample. In conclusion, the trans-contextual model can be applied to University education, but cultural differences appear to moderate the predictive power of the model, particularly for the intention-behaviour relationship.-
dc.languageeng-
dc.publisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0146-7239-
dc.relation.ispartofMotivation and Emotion-
dc.rightsThe final publication is available at Springer via http://dx.doi.org/[insert DOI]-
dc.subjectSelf-determination theory-
dc.subjectTheory of planned behaviour-
dc.subjectCross-cultural study-
dc.subjectAfter-class revision-
dc.subjectSelf-efficacy-
dc.titleIn-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan-
dc.typeArticle-
dc.identifier.emailChan, DKC: derwin.chan@hku.hk-
dc.identifier.authorityChan, DKC=rp02068-
dc.identifier.doi10.1007/s11031-015-9506-x-
dc.identifier.scopuseid_2-s2.0-84945492322-
dc.identifier.hkuros256424-
dc.identifier.volume39-
dc.identifier.issue6-
dc.identifier.spage908-
dc.identifier.epage925-
dc.identifier.isiWOS:000363253500005-
dc.publisher.placeUnited States-

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