The purpose of this study was to explore the utility of the theory of planned behavior model developed by social psychologists for understanding and predicting the behavioral intentions of secondary science students regarding enrolling in physics. In particular, the study used a three‐stage causal model to investigate the links from external variables to behavioral, normative, and control beliefs; from beliefs to attitudes, subjective norm, and perceived behavioral control; and from attitudes, subjective norm, and perceived behavioral control to behavioral intentions. The causal modeling method was employed to verify the underlying causes of secondary science students' interest in enrolling physics as predicted in the theory of planned behavior. Data were collected from secondary science students (N = 264) residing in a central Texas city who were enrolled in earth science (8th grade), biology (9th grade), physical science (10th grade), or chemistry (11th grade) courses. Cause‐and‐effect relationships were analyzed using path analysis to test the direct effects of model variables specified in the theory of planned behavior. Results of this study indicated that students' intention to enroll in a high school physics course was determined by their attitude toward enrollment and their degree of perceived behavioral control. Attitude, subjective norm, and perceived behavioral control were, in turn, formed as a result of specific beliefs that students held about enrolling in physics. Grade level and career goals were found to be instrumental in shaping students' attitude. Immediate family members were identified as major referents in the social support system for enrolling in physics. Course and extracurricular conflicts and the fear of failure were shown to be the primary beliefs obstructing students' perception of control over physics enrollment. Specific recommendations are offered to researchers and practitioners for strengthening secondary school students' intentions to study physics.

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The author proposes that finance educators should adopt an experiential approach to finance education in order to enhance finance graduates' interpersonal, problem-solving and critical thinking skills. The application of Kolb's experiential learning cycle to the finance discipline reveals the need for educators to consider different learning styles when designing papers. In order to incorporate multiple learning styles into the learning experience, a learning matrix is developed to match learning activities explicitly to a specified range of educational objectives for each major teaching concept. The experiential approach and the use of learning matrices are discussed in the context of a graduate-level open-learning finance paper at Massey University, New Zealand. The model is sufficiently generic to be used in a variety of disciplines, and offers educators a methodology for the design of experiential papers through which students can experience a wide range of learning skills and enhance their education.

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