Future research should replicate the model in diverse educational domains and use experimental and intervention methods¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 2 studies (1 causal, 1 quant-synthesis), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

Based on the meta-analysis and review, the authors recommend that "future research needs to provide further replications of the model in diverse educational settings beyond physical education and test model hypotheses using experimental methods." They further identify the need for more longitudinal tests of the model and greater diversification to other educational domains such as math lessons and homework to confirm generalizability beyond the physical education context.

Design Implications¶

Context¶

Requirements¶

• Tests should follow the fundamental-versus-peripheral hypothesis criteria to count as replications

Constraints¶

Target Learners¶

• students across diverse educational domains beyond physical education

Target Learning Goals¶

• confirming generalizability of motivational transfer processes across educational domains

Claims¶

• Meta-analytic path analysis supports model hypotheses but shows substantial unexplained heterogeneity across studies [+M]
• PF students did not outperform DI students when learning social science research methods in two quasi-experimental studies with 10th graders, failing to replicate the STEM-domain PF effect [~W]

Related Strategies¶

• Future team-learning change research should use mixed methods with more than three measurement points in short intervals

Examples¶

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Key Sources¶

• Hagger, M. S., & Chatzisarantis, N. L. D. (2016). The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/0034654315585005