Martin Hagger

 

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  • Hagger, M. S., Sultan, S., Hardcastle, S. J., Reeve, J., Patall, E. A., Fraser, B. J., Hamilton, K., & Chatzisarantis, N. L. (2016). Applying the integrated 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
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  • González-Cutre, D., Sicilia, A., Sierra, A. C., Ferriz, R., & Hagger, M. S. (2016). Understanding the need for novelty from the perspective of self-determination theory. Personality and Individual Differences, 102, 159-169. doi: 10.1016/j.paid.2016.06.036
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  • Caudwell, K. M., Mullan, B. A., & Hagger, M. S. (2016). Combining motivational and volitional approaches to reducing excessive alcohol consumption in pre-drinkers: A theory-based intervention protocol. BMC Public Health, 16, 45. doi: 10.1186/s12889-015-2648-7
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  • Fenner, A. A., Howie, E. K., Straker, L. M., & Hagger, M. S. (2016). Exploration of the mechanisms of change in constructs from self-determination theory and quality of life during a multi-disciplinary family-based intervention for overweight adolescents. Journal of Sport and Exercise Psychology, 38, 59-68. doi: 10.1123/jsep.2015-0100
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  • Nurmi, J., Hagger, M. S., Haukkala, A., Araújo-Soares, V., & Hankonen, N. (2016). Relations between autonomous motivation and leisure-time physical activity participation: The mediating role of self-regulation techniques. Journal of Sport and Exercise Psychology, 38, 128-137. doi: 10.1123/jsep.2015-0222
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  • Girelli, L., Hagger, M. S., Mallia, L., & Lucidi, F. (2016). From perceived autonomy support to intentional behaviour: Testing an integrated model in three healthy-eating behaviours. Appetite, 96, 280-292. doi: 10.1016/j.appet.2015.09.027
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  • Hagger, M. S., & Chatzisarantis, N. L. (2015). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research doi: 10.3102/0034654315585005
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  • Hagger, M. S., Sultan, S., Hardcastle, S. J.,, & Chatzisarantis, N. L. (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
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  • Hagger, M. S., Koch, S., & Chatzisarantis, N. L. (2015). The effect of causality orientations and positive competence-enhancing feedback on intrinsic motivation: A test of additive and interactive effects. Personality and Individual Differences, 72, 107-111. doi: 10.1016/j.paid.2014.08.012
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  • Caudwell, K. M., & Hagger, M. S. (2015). Predicting alcohol pre-drinking in Australian undergraduate students using an integrated theoretical model. Applied Psychology: Health and Well-Being, 7, 188-213. doi: 10.1111/aphw.12044
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  • Chan, D. K. C., Yang, S. X., Mullan, B., Zhang, X., Du, X., Chatzisarantis, N. L., & Hagger, M. S. (2015). Preventing the spread of H1N1 influenza infection during a pandemic: autonomy-supportive advice versus controlling instruction. Journal of Behavioral Medicine, 38, 416-426. doi: 10.1007/s10865-014-9616-z
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  • Chan, D. K. C., Yang, S. X., Hamamura, T., Sultan, S., Xing, S.,, Chatzisarantis, N. L., & Hagger, M. S. (2015). In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan. Motivation and Emotion, 39, 908-925. doi: 10.1007/s11031-015-9506-x
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  • Chan, D. K. C., Dimmock, J. A., Donovan, R. J., Lentillon-Kaestner, V., Hardcastle, S., & Hagger, M. S. (2015). Self-determined motivation in sport predicts motivation and intention of anti-doping behaviors: A perspective from the trans-contextual model. Journal of Science and Medicine in Sport, 18, 315-322. doi: 10.1016/j.jsams.2014.04.001
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  • Hein, V., Koka, A., & Hagger, M. S. (2015). Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence, 42, 103-114. doi: 10.1016/j.adolescence.2015.04.003
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  • Hagger, M. S., Hardcastle, S. J., Chater, A., Mallett, C., Pal, S., & Chatzisarantis, N. L. (2014). Autonomous and controlled motivational regulations for multiple health-related behaviors: between- and within-participants analyses. Health Psychology & Behavioural Medicine, 2, 565–601. doi: 10.1080/21642850.2014.912945
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  • Hagger, M. S., Rentzelas, P., & Chatzisarantis, N. L. (2014). Effects of individualist and collectivist group norms and choice on intrinsic motivation. Motivation and Emotion, 38, 215–223. doi: 10.1007/s11031-013-9373-2
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  • González-Cutre, D., Sicilia, A., Beas-Jiménez, M., & Hagger, M. S. (2014). Broadening the trans-contextual model of motivation: A study with Spanish adolescents. Scandinavian Journal of Medicine and Science in Sports, 24 doi: 10.1111/sms.12142
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  • Chan, D. K. C., Fung, Y. K., Xing, S., & Hagger, M. S. (2014). Myopia prevention, near work, and visual acuity of college students: Integrating the theory of planned behavior and self- determination theory. Journal of Behavioral Medicine, 37, 369–380. doi: 10.1007/s10865-013-9494-9
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  • Hagger, M. S., Keatley, D. A., Chan, D. C. K., Chatzisarantis, N. L., Dimmock, J. A., Jackson, B., & Ntoumanis, N. (2014). The goose is (half) cooked: A consideration of the mechanisms and interpersonal context is needed to elucidate the effects of personal financial incentives on health behaviour. International Journal of Behavioral Medicine doi: 10.1007/s12529-013-9317-y
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  • Keatley, D., Clarke, D. D., & Hagger, M. S. (2013). The predictive validity of implicit measures of self-determined motivation across health-related behaviours. British Journal of Health Psychology, 18, 2-17. doi: 10.1111/j.2044-8287.2011.02063.x
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  • Fenner, A. A., Straker, L. M., Davis, M. C., & Hagger, M. S. (2013). Theoretical underpinnings of a need-supportive intervention to address sustained healthy lifestyle changes in overweight and obese adolescents. Psychology of Sport and Exercise, 14, 819-829. doi: 10.1016/j.psychsport.2013.06.005
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  • Hagger, M. S., & Chatzisarantis, N. L. (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
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  • Keatley, D., 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
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  • Jõesaar, H., Hein, V., & Hagger, M. S. (2012). Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects. Psychology of Sport and Exercise, 13, 257-262. doi: 10.1016/j.psychsport.2011.12.001
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  • Hagger, M. S., & Chatzisarantis, N. L. (2011). Causality orientations moderate the undermining effect of rewards on intrinsic motivation. Journal of Experimental Social Psychology, 47, 485-489. doi: 10.1016/j.jesp.2010.10.010
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  • Jacobs, N., Hagger, M. S., Streukens, S., De Bourdeaudhuij, I., & Claes, N. (2011). Testing an integrated model of the theory of planned behaviour and self-determination theory for different energy balance-related behaviours and intervention intensities. British Journal of Health Psychology, 16, 113–134.
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  • Jõesaar, H., Hein, V., & Hagger, M. S. (2011). Peer influence on young athletes’ need satisfaction, intrinsic motivation and persistence in sport: A 12-month prospective study. Psychology of Sport and Exercise, 2, 500-508. doi: 10.1016/j.psychsport.2011.04.005
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  • McLachlan, S., & Hagger, M. S. (2011). The influence of chronically-accessible autonomous and controlling motives on physical activity within an extended theory of planned behaviour. Journal of Applied Social Psychology, 41, 445-470. doi: 10.1111/j.1559-1816.2010.00721.x
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  • McLachlan, S., & Hagger, M. S. (2011). Do people differentiate between intrinsic and extrinsic goals in physical activity behavior?. Journal of Sport & Exercise Psychology, 33, 273-288.
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  • Chan, D. K. C., Spray, C., & Hagger, M. S. (2011). Treatment motivation for rehabilitation after a sport injury: Application of the trans-contextual model. Psychology of Sport and Exercise, 12, 83-92. doi: 10.1016/j.psychsport.2010.08.005
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  • Koka, A., & Hagger, M. S. (2010). Perceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory. Research Quarterly for Exercise and Sport, 81, 74-86.
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  • McLachlan, S., & Hagger, M. S. (2010). Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context. Teaching and Teacher Education, 26, 1205-1211.
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  • McLachlan, S., & Hagger, M. S. (2010). Associations between motivational orientations and chronically-accessible outcomes in leisure-time physical activity: Are appearance-related outcomes controlling in nature?. Research Quarterly for Exercise and Sport, 81, 102-107.
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  • Wallhead, T. L., Hagger, M. S., & Smith, D. T. (2010). Sport education and extra-curricular sport participation: An examination using the trans-contextual model of motivation. Research Quarterly for Exercise and Sport, 81, 442-455.
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  • Barkoukis, V., Hagger, M. S., Lambropoulos, G., & Torbatzoudis, H. (2010). Extending the trans-contextual model in physical education and leisure-time contexts: Examining the role of basic psychological need satisfaction. British Journal of Educational Psychology, 80, 647-670.
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  • Chatzisarantis, N. L., Hagger, M. S., & Wang, C. K. (2010). Evaluating the effects of implementation intention and self concordance on behaviour. British Journal of Psychology, 101, 705-718.
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  • Hagger, M. S., & Chatzisarantis, N. L. (2009). Integrating the theory of planned behaviour and self-determination theory in health behaviour: A meta-analysis. British Journal of Health Psychology, 14, 275-302.
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  • Barkoukis, V., & Hagger, M. S. (2009). A test of the trans-contextual model of motivation in Greek high school pupils. Journal of Sport Behavior, 32, 1-23.
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  • Chatzisarantis, N. L., & Hagger, M. S. (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology and Health, 24, 29-48.
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  • Hagger, M. S., Chatzisarantis, N. L., 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 trans-contextual model of motivation in four cultures. Psychology and Health, 24, 689-711.
  • Wang, C. K., Hagger, M. S., & Liu, W. C. (2009). A cross-cultural validation of perceived locus of causality in physical education and sport contexts. Research Quarterly for Exercise and Sport, 313-325.
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  • Chatzisarantis, N. L., Hagger, M. S., Wang, C. K., & Thogersen-Ntoumani, C. (2009). The effects of social identity and perceived autonomy support on health behaviour within the Theory of Planned Behavior. Current Psychology, 28, 55-68. doi: 10.1007/s12144-009-9043-4
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  • Chatzisarantis, N. L., Hagger, M. S., Wang, C. K., & Thogersen-Ntoumanis, C. (2009). The effects of social identity and perceived autonomy support on health behaviour within the theory of planned behaviour. Current Psychology, 28, 55-68.
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  • Chatzisarantis, N. L., Hagger, M. S., & Brickell, T. (2008). Using the construct of perceived autonomy support to understand social influence within the theory of planned behavior. Psychology of Sport and Exercise, 9, 27-44.
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  • Hagger, M. S. (2008). Self-determination theory and the psychology of exercise. International Review of Sport and Exercise Psychology, 1, 70-103.
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  • Pihu, M., Hein, V., Koka, A., & Hagger, M. S. (2008). How students' perceptions of teacher's autonomy supportive behaviors affect physical activity behaviour: An application of trans-contextual model. European Journal of Sport Science, 8, 193-204.
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  • Chatzisarantis, N. L., Hagger, M. S., & Thøgersen-Ntoumani, C. (2008). Effects of implementation intentions and self concordance on health behavior. Journal of Applied Biobehavioral Research, 13, 198-214.
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  • Hagger, M. S., & Chatzisarantis, N. L. (2007). Self-determination theory and the theory of planned behavior: An integrative approach toward a more complete model of motivation. In L. V. Brown (Ed.), Psychology of motivation (pp. 83-98). Hauppauge, NY: Nova Science.
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  • Hagger, M. S., & Chatzisarantis, N. L. (2007). Advances in self-determination theory research in sport and exercise (editorial). Psychology of Sport and Exercise, 8, 597-599.
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  • Hagger, M. S., & Chatzisarantis, N. L. (2007). The trans-contextual model of motivation. In M. S. Hagger & N. L. D. Chatzisarantis (Eds.), Intrinsic motivation and self-determination in exercise and sport (pp. 53-70). Champaign, IL: Human Kinetics.
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  • Chatzisarantis, N. L., & Hagger, M. S. (2007). Mindfulness and the intention-behavior relationship within the theory of planned behavior. Personality and Social Psychology Bulletin, 33, 663-676.
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  • Chatzisarantis, N. L., & Hagger, M. S. (2007). The moral worth of sport reconsidered: Contributions of recreational sport and competitive sport to life aspirations and psychological well-being. Journal of Sports Sciences, 25, 1047-1056.
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  • Hein, V., & Hagger, M. S. (2007). Global self-esteem, goal achievement orientations, and self-determined behavioural regulations in a physical education setting. Journal of Sports Sciences, 25, 149-159.
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  • Hagger, M. S., Chatzisarantis, N. L., Hein, V., Pihu, M., Soos, I., & Karsai, I. (2007). The Perceived Autonomy Support Scale for Exercise Settings (PASSES): Development, validity, and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8, 632-653.
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  • , Hagger, M. S., Chatzisarantis, N. L., & Lippke, S. (2007). Theoretical frameworks in exercise psychology. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (pp. 537-559). Hoboken, NJ: John Wiley.
  • Chatzisarantis, N. L., Frederick-Recascino, C. M., , Hagger, M. S., & Smith, B. (2007). Influences of volitional and forced intentions on physical activity and effort within the theory of planned behaviour. Journal of Sports Sciences, 25, 699 -709.
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  • Chatzisarantis, N. L., Hagger, M. S., & Smith, B. (2007). Influences of perceived autonomy support on physical activity within the theory of planned behavior. European Journal of Social Psychology, 37, 934-954.
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  • Hagger, M. S., Chatzisarantis, N. L., & Harris, J. (2006). The process by which relative autonomous motivation affects intentional behavior: Comparing effects across dieting and exercise behaviors. Motivation and Emotion, 30, 306-320.
  • Hagger, M. S., Chatzisarantis, N. L., & Harris, J. (2006). From psychological need satisfaction to intentional behavior: Testing a motivational sequence in two behavioral contexts. Personality and Social Psychology Bulletin, 32, 131-148.
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  • Chatzisarantis, N. L., Hagger, M. S., Smith, B., & Sage, L. D. (2006). The influences of intrinsic motivation on execution of social behavior within the theory of planned behavior. European Journal of Social Psychology, 36, 229-237.
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  • Hagger, M. S., Chatzisarantis, N. L., Barkoukis, V., Wang, C. K., & Baranowski, J. (2005). Perceived autonomy support in physical education and leisure-time physical activity: A cross- cultural evaluation of the trans-contextual model. Journal of Educational Psychology, 97, 287-301.
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  • Hagger, M. S., Chatzisarantis, N. L., Culverhouse, T., & (2003). The process by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior. Journal of Educational Psychology, 95, 784-795.
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  • Chatzisarantis, N. L., Hagger, M. S., , Smith, B., & Wang, C. K. (2003). A meta-analysis of perceived locus on causality in exercise, sport, and physical education contexts. Journal of Sport and Exercise Psychology, 25, 284-306.
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  • Hagger, M. S., Chatzisarantis, N. L., & (2002). The influence of autonomous and controlling motives on physical activity intentions within the theory of planned behaviour. British Journal of Health Psychology, 7, 283-297.
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  • Chatzisarantis, N. L., Hagger, M. S., , & Karageorghis, C. (2002). The cognitive processes by which perceived locus of causality predicts participation in physical activity. Journal of Health Psychology, 7, 685-699.
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