ERIC Number: EJ1100205
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Reference Count: 42
The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis
Hagger, Martin S.; Chatzisarantis, Nikos L. D.
Review of Educational Research, v86 n2 p360-407 Jun 2016
The trans-contextual model outlines the processes by which autonomous motivation toward activities in a physical education context predicts autonomous motivation toward physical activity outside of school, and beliefs about, intentions toward, and actual engagement in, out-of-school physical activity. In the present article, we clarify the fundamental propositions of the model and resolve some outstanding conceptual issues, including its generalizability across multiple educational domains, criteria for its rejection or failed replication, the role of belief-based antecedents of intentions, and the causal ordering of its constructs. We also evaluate the consistency of model relationships in previous tests of the model using path-analytic meta-analysis. The analysis supported model hypotheses but identified substantial heterogeneity in the hypothesized relationships across studies unattributed to sampling and measurement error. Based on our meta-analysis, future research needs to provide further replications of the model in diverse educational settings beyond physical education and test model hypotheses using experimental methods.
Descriptors: Physical Education, Physical Activities, Student Motivation, Models, Generalizability Theory, Path Analysis, Meta Analysis, Hypothesis Testing, Self Determination, Behavior Theories, Personal Autonomy, After School Programs, Context Effect, Criticism, Taxonomy, Beliefs, Intention, Attitudes, Social Cognition
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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