The trans-contextual model of motivation : an integrated multi-theory model to explain the processes of motivational transfer across context

Article I: Hagger, M. S., Chatzisarantis, N. D. L., Culverhouse, T., & Biddle, S. J. H. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behaviour: A trans-contextual model. Journal of Educational Psychology, 95, 784–795. DOI: 10.1037/0022-0663.95.4.784
Article II: Hagger, M. S., Chatzisarantis, N. L. D., Barkoukis, V., Wang, C. K. J., & Baranowski, J. (2005). Perceived autonomy support in physical education and leisure-time physical activity: A cross-cultural evaluation of the transcontextual model. Journal of Educational Psychology, 97, 376-390. DOI: 10.1037/0022-0663.97.3.376
Article III: Hagger, M. S., Chatzisarantis, N. L. D., Hein, V., Pihu, M., Soós, I., Karsai, I., Lintunen, T. & Leemans, S. (2009). Teacher, peer, and parent autonomy support in physical education and leisure-time physical activity: A transcontextual model of motivation in four nations. Psychology and Health, 24, 689-711. DOI: 10.1080/08870440801956192
Article IV: Hagger, M. S., & Chatzisarantis, N. L. D. (2012). Transferring motivation from educational to extramural contexts: A review of the trans-contextual model. European Journal of Psychology of Education, 27, 195-212. DOI: 10.1007/s10212-011-0082-5
Article V: Hagger, M. S., & Chatzisarantis, N. L. D. The trans-contextual model of motivation in education: clarification of conceptual and empirical issues and meta-analysis. J Submitted.
Article VI: Hagger, M. S., & Chatzisarantis, N. L. D. (2014). An integrated behaviorchange model for physical activity. Exercise and Sports Sciences Reviews, 42, 62-69. DOI: 10.1249/JES.0000000000000008

The trans-contextual model of motivation : an integrated multi-theory model to explain the processes of motivational transfer across context

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