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

Chan, Derwin King Chung; Yang, Sophie Xin; Hamamura, Takeshi; Sultan, Sarwat; Xing, Suxuan; Chatzisarantis, Nikos L. D.; Hagger, Martin S.

doi:10.1007/s11031-015-9506-x

Cited by 34 publications

(45 citation statements)

References 71 publications

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“…Consistent with the previous researches (Reeve, 2016;Zainuddin and Perera, 2019), it is found in the present study that autonomy supported environment which was achieved through the application of Learning Management System (EDMODO) has positively influenced academic achievement which was calculated using standardized test. Similarly, in continuation with previous reviews (Deci et al, 1981;Kaplan and Madjar, 2015;Motta, 2016;Chan et al, 2015), Person's correlation also proved that enhanced autonomy supported environment also influences competence and relatedness, positively. Thus, as suggested by Cheng and Chau (2016) and Zainuddin and Perera (2019), technology-based learning has a positive impact on the satisfaction of needs and positive outcomes.…”

Section: Interpretations and Conclusionsupporting

confidence: 82%

Blended learning source of satisfaction of psychological needs

Siddiqui

Soomro

Thomas

2020

AAOUJ

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PurposeIn this study, researchers applied blended learning program to investigate the success of a blended learning program on satisfaction of the psychological needs, and academic achievement of chemistry students of O-Levels, following curriculum prescribed by University of Cambridge.Design/methodology/approachResearch pattern is quantitative aligned with the quasi-experimental and pre-post experimental design which aimed at examining the efficiency of a motivational strategies adopted with the use of blended learning program on psychological needs satisfaction (competence, autonomy, and relatedness) and achievement in chemistry O-Levels Syllabus, at the end of the research program.FindingsHypothesis testing represented that use of blended learning program has significant and positive impact on academic achievements through the mediation of autonomy. Results also revealed the substantial association of blended learning on other psychological needs (i.e., competence and relatedness); however, the competence and relatedness have no effect on academic achievements in this study. Thus, research concludes that providing an autonomous environment in substitution of the controlled environment promotes learning and produces positive outcomes.Originality/valueBlended learning or use of Learning Management Systems is being commonly used mostly in the tertiary level of studies; however, blended learning with secondary classes especially in the field of chemistry is yet not studied in detail. Similarly, the usefulness of the motivational strategies to learn chemistry is observed with university-level students, but very rare data about encouraging students at the secondary level have been gathered. Therefore, the researcher designed this blended learning program to enhance students’ motivation towards achievements in secondary chemistry.

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Section: Interpretations and Conclusionsupporting

confidence: 82%

Blended learning source of satisfaction of psychological needs

Siddiqui

Soomro

Thomas

2020

AAOUJ

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“…We look to future studies to test this RUNNING HEAD: The Trans-Contextual Model and Mathematics Homework 19 mediation hypothesis in mathematics education. Fourth, there is a need to replicate current findings to further confirm the generalizability of model predictions, consistent with recent work replicating the model in multiple academic contexts (e.g., Chan et al, 2015;Hagger, Sultan, Hardcastle, & Chatzisarantis, 2015) and behavioral contexts (e.g., Chan & Hagger, 2012). Fifth, testing proposed model effects on other education-related outcomes, and the role that other moderating and mediating variables might play in the model, would be fruitful avenues for future research.…”

Section: Discussionsupporting

confidence: 60%

Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment

Hagger

Sultan

Hardcastle

et al. 2016

Learning and Individual Differences

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The aim of the present study was 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: selfreported 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.

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“…Finally, following an emic approach in scale development, the current study only examined the Chinese version of PSISS-2 in a Chinese sample, so we were unable to account for the effects of cultural differences in terms of language, literacy, interpretation, and response bias. [80][81][82][83] Although the development of the PSISS-2 involved input from qualitative data in the UK and the initial finding of PSISS-1 in China, and the panel review in Study 1 involved international experts who could judge the validity of various cultures, we have to interpret our findings with caution and again stress the importance of working toward an etic approach to cross-validate PSISS-2 in diverse language and cultural groups in future studies.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Toward a better assessment of perceived social influence: The relative role of significant others on young athletes

Chan

Keegan

Lee

et al. 2018

Scandinavian Med Sci Sports

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The purpose of this three‐study paper was to develop and validate the Perceived Social Influence in Sport Scale‐2 (PSISS‐2) that aimed to resolve the limitations of PSISS‐1 in assessing the relative social influence of significant others in youth sport. In Study 1, a pool of 60 items generated from revisiting a qualitative dataset about significant others of young athletes were examined by two expert panel reviews in terms of content validity, clarity, coverage, and age‐appropriateness, leading to the development of 16 items of the PSISS‐2. In Study 2, multi‐group exploratory structural equation model for PSISS‐2 was conducted among 904 young athletes, and the results supported a model comprising positive influence (ie, conditional and unconditional positive influence combined), punishment (ie, conditional negative influence), and dysfunction (ie, unconditional negative influence) as three factors. The goodness of fit of the three‐factor model was acceptable and invariant across the coach‐, father‐, mother‐, and teammates‐versions of PSISS‐2. In support of the criterion validity of PSISS‐2, the three factors explained substantial variance of young athletes’ perceived competence, effort, enjoyment, and trait anxiety in sport. Study 3 examined the relationship between PSISS‐2 factors, psychological need support, and controlling behaviors in a subsample of 452 young athletes, and the findings supported the concurrent validity and discriminant validity of the scale. In conclusion, the data are supportive of PSISS‐2. The three factors of the scale (ie, positive influence, punishment, and dysfunction) may form a new framework for understanding and comparing the relative role of significant others in youth sport.

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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

Cited by 34 publications

References 71 publications

Blended learning source of satisfaction of psychological needs

Blended learning source of satisfaction of psychological needs

Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment

Toward a better assessment of perceived social influence: The relative role of significant others on young athletes

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