Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

Abstract

We adopted a trans-contextual model of motivation to examine the processes by which school students' perceived autonomy support (defined as students' perceptions that their teachers' support their autonomous or self-determined motivation) and autonomous forms of motivation (defined as motivation to act out of a sense of choice, ownership, and personal agency) toward mathematics activities in an educational context predict autonomous motivation and intentions toward mathematics homework, and actual mathematics homework behavior and attainment, as measured by homework grades, in an out-of-school context. A three-wave prospective study design was adopted. High-school students (N = 216) completed self-report measures of perceived autonomy support and autonomous forms of motivation toward mathematics activities in school in the first wave of data collection. One-week later, participants completed measures of autonomous forms of motivation, attitudes, subjective norms, perceived behavioral control, and intentions with respect to mathematics homework outside school. Students' selfreported homework behavior and homework grades from students' class teachers were

Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations

“…Empirically, children who receive autonomysupportive parenting show adaptive learning, such as positive attitudes toward school (Annear and Yates, 2010), high homework quality (Hagger et al, 2015), and academic performance (Vasquez et al, 2016;Froiland and Worrell, 2017). In contrast, children with psychologically controlling parents were likely to show maladaptive behaviors, such as intervened autonomy efforts (Vansteenkiste et al, 2005), negative attitudes toward learning (Gonzalez et al, 2002), and undesirable school achievement (Aunola and Nurmi, 2004).…”

Learning and Motivation in Thailand: A Comparative Regional Study on Basic Education Ninth Graders

“…According to previous research, this study also separates intrinsic (here "internal") motivation as a long-lasting one from the short-termed extrinsic (here "external") motivation when this is needed (Ryan, 1995;Niemiec & Ryan, 2009;also Ryan & Deci, 2009). Various studies have shown positive relationships between motivation and learning achievement (Choosri & Intharaksa, 2011;Dweck, 2002;Hagger et al, 2015;Jang, Kim, & Reeve, 2012;Loima & Vibulphol, 2014;Yunus, Suraya, & Wan-Ali, 2009) and variables related to learning such as autonomy (Ling, 2013) and engagement (Assor, Kaplan, & Roth, 2002;Assor, Kaplan, Kanat-Maymon, & Roth 2005;Jang, Kim, & Reeve, 2012;De Witte & Rogge, 2013;Jang, Reeve, & Deci, 2010;Skinner, Chi, & the Learning-Gardens Educational Assessment Group, 2012). Furthermore, the data analysis applied reflections on motivation from the self-determination theory (SDT) presented by Niemiec and Ryan (2009).…”

“…To explore this phenomenon, previous research has also contributed on content subjects. The findings all suggest that teacher behaviors and instructional approaches play an important role in enhancing students' motivation for learning (Alderman, 2008;Dörnyei, 2001;Dweck, 2002;Jang, Kim, & Reeve, 2012;Moskovsky et al, 2012;Palmer, 2009;Reeve, 2009;Tsai et al, 2008;Urhahne, 2015;Wiśniewska, 2013;also Assor et al, 2002also Assor et al, , 2005Hagger et al, 2015). Teachers' controlling, institutional approaches were found to suppress students' curiosity, engagement and enthusiasm for learning while teaching that promoted autonomy fostered long-term internal motivation and engagement in even challenging tasks (Assor et al, 2002;Dweck, 2002;Garn & Jolly, 2013;Jang, Reeve, & Deci, 2010;Loima & Vibulphol, 2014;Moskovsky et al, 2012;Urhahne, 2015).…”

Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning

“…We contend these influences on the performance and learning of motor skills are similar across human learners, though perhaps amplified or dampened within individuals. Presumably not coincidentally, certain motivational factors, in particular those that underlie intrinsic motivation or which satisfy fundamental psychological needs , have been found to affect performance and learning in domains beyond movement (Hagger, Sultan, Hardcastle, & Chatzisarantis, 2015;Taylor, Jungert, Mageau, Schattke, Dedic, Rosenfield et al, 2014). We argue that those needs must be met, or at least not be threatened, in order to optimize motor learning.…”

“…[Experimentally, there have been many variations in the forms of positive motivational influences that produce performance and learning benefits. In translation, expectancies can be enhanced by intrinsic or autonomous means that do not involve external rewards, incentives, or deception, preventing threats to autonomy and social relatedness (Fenton, Duda, Quested, & Barrett, 2014;Hagger et al, 2015).] Confidence in their ability to perform well, in combination with an instructed external focus, should facilitate successful movement outcomes.…”