Theory Development and Integration


Trans-Contextual Model


Trans-Contextual Model. Together with my colleague Nikos Chatzisarantis, I have developed an integrated model that explains the processes by which autonomous motivation and autonomy support for activities (e.g., physical activity, learning) in an educational setting relates to autonomous motivation, attitudes, and intention toward, and actual participation in, activities outside of school. The model has been applied in numerous educational contexts (e.g., physical education classes, math and science lessons) and extra-mural behaviors (e.g., physical activity, math and science homework).

Representative publications:

Hagger, M. S., Chatzisarantis, N. L. D., Culverhouse, T., & Biddle, S. J. H. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: A trans-contextual model. Journal of Educational Psychology, 95, 784–795. doi: 10.1037/0022-0663.95.4.784

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, 86, 360-407. doi: 10.3102/0034654315585005

Hagger, M. S., Sultan, S., Hardcastle, S. J., & Chatzisarantis, N. L. D. (2015). Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41, 111–123. doi: 10.1016/j.cedpsych.2014.12.002

Hagger, M. S., Sultan, S., Hardcastle, S. J., Reeve, J., Patall, E. A., Fraser, B. J., Hamilton, K., & Chatzisarantis, N. L. D. (2016). Applying the trans-contextual model to mathematics activities in the classroom and homework behaviour and attainment. Learning and Individual Differences, 45, 166-175. doi: 10.1016/j.lindif.2015.11.017

New Research:

*Polet, J., Lintunen, T., Hansen, M., & Hagger, M. S. (2019). Predicting change in high school school students’ leisure-time physical activity participation: A longitudinal test of the trans-contextual model. Unpublished manuscript, Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland.

Kalajas-Tilga, H., Hein, V., Koka, A., Tilga, H., Raudsepp, L., & Hagger, M. S. (2019) Motivational antecedents of adolescents’ engagement in objectively measured leisure-time and self-reported physical activity: An application of the trans-contextual model using residual change scores. Unpublished manuscript, University of Tartu, Tartu, Estonia.


Theory Integration 


Theory Integration. I am keen on the integration of theories to address shortcomings of current theory, such as redundancy across constructs and boundary conditions, and, in so doing, facilitate more comprehensive, effective prediction of behavior. In particular I am interested in integrating theories such as self-determination theory with theories of social cognition like the theory of planned behavior and reasoned action approach, and incorporating constructs that represent non-conscious processes (e.g., implicit attitudes, habit) as behavioral determinants within current social cognition models.

Representative publications:

Chan, D. K. C., Keatley, D. A., Tang, T. C. W., Dimmock, J. A., & Hagger, M. S. (2018). Implicit versus explicit attitude to doping: Which better predicts athletes’ vigilance towards unintentional doping? Journal of Science and Medicine in Sport, 21, 238-244. doi: 10.1016/j.jsams.2017.05.020

*Brown, D. J., Hagger, M. S., Morrissey, S., & Hamilton, K. (2017). Predicting fruit and vegetable consumption in long-haul heavy goods vehicle drivers: Application of a multi-theory, dual-phase model and the contribution of past behaviour. Appetite, 121, 326-336. doi: 10.1016/j.appet.2017.11.106

*Keatley, D. A., Clarke, D. D., & Hagger, M. S. (2012). Investigating the predictive validity of implicit and explicit measures of motivation on condom use, physical activity, and healthy eating. Psychology & Health, 27, 550-569. doi: 10.1080/08870446.2011.605451

Hagger, M. S., Gucciardi, D. F., Turrell, A., & Hamilton, K. (2019). Self-control and health-related behavior: The role of implicit self-control, trait self-control, and lay beliefs in self-control. British Journal of Health Psychology. doi: 10.1111/bjhp.12378

Hagger, M. S., Trost, N., Keech, J., Chan, D. K. C., & Hamilton, K. (2017). Predicting sugar consumption: Application of an integrated dual-process, dual-phase model. Appetite, 116, 147-156. doi: 10.1016/j.appet.2017.04.032

Hamilton, K., Kirkpatrick, A., Rebar, A., & Hagger, M. S. (2017). Child sun safety: Application of an integrated behavior change model. Health Psychology, 36, 916-926. doi: 10.1037/hea0000533

Zhang, C. Q., Wong, M. C.-Y., Zhang, R., Hamilton, K., & Hagger, M. S. (2019). Adolescent sugar-sweetened beverage consumption: An extended health action process approach. Appetitedoi: 10.1016/j.appet.2019.104332

New research:

Chan, D. K. C., Zhang, L., Lee, A. S. Y., & Hagger, M. S. (2019). Sport injury prevention and the reciprocal relationship between motivation from self-determination theory and social cognitive variables from the theory of planned behaviour. Unpublished manuscript, Education University of Hing Kong, Hong Kong.

Lee, A. S. Y., Yung, P. S.-H., Mok, K.-M., Hagger, M. S., & Chan, D. K. C. Psychological processes of ACL-patients' post-surgery rehabilitation: A prospective test of an integrated theoretical model. Unpublished manuscript, Education University of Hing Kong, Hong Kong.

Phipps, D. J., Hagger, M. S., & Hamilton, K., (2019). The role of implicit beliefs on behavior: examination of a moderation effect. Unpublished manuscript, Griffith University, Brisbane, Australia.