The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis

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 activit...

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Bibliographic Details
Published in:	Review of educational research 2016-06, Vol.86 (2), p.360-407
Main Authors:	Hagger, Martin S., Chatzisarantis, Nikos L. D.
Format:	Article
Language:	eng
Subjects:	Academic motivation After School Programs Antecedents Attitudes Behavior modeling Behavior Theories Behaviour theories Beliefs Cognitive models Context Effect Criticism Education Exercise Generalizability Theory Hypothesis Testing Intention Meta Analysis Motivation Motivation research Path Analysis Personal Autonomy Physical Activities Physical activity level Physical Education Self Determination Self determination theory Social Cognition Social psychology Statistical variance Student Motivation Student participation Systematic review Taxonomy Teachers Theory of Planned Behaviour (TPB)
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Summary:	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.
ISSN:	0034-6543 1935-1046