Using the theory of planned behaviour to understand students’ subject choices in post-compulsory education

Taylor, Rachel

doi:10.1080/02671522.2014.880732

Cited by 17 publications

(26 citation statements)

References 39 publications

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“…Intention to perform a given behavior, rather than their attitude toward the behavior, is more closely linked to the actual behavioral performance (Fishbein & Ajzen, ). Science education researchers have incorporated the theories of reasoned action and planned behavior (TRAPB) in their investigations (e.g., Crawley & Coe, ; Crawley & Koballa, ; Koballa, ; Oliver & Simpson, ), and used the framework to explore desirable student outcomes by focusing on the relationship between students' attitudes and intentions, such as the intentions to study science at the postsecondary level (e.g., Taylor, ).…”

Section: Methodsmentioning

confidence: 99%

An exploration of Illinois students' attitudes toward science using multivariate multilevel modeling with a cross‐sectional sample of responses from grades 5 through 10

Summers

Abd‐El‐Khalick

2019

J Res Sci Teach

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Section: Methodsmentioning

confidence: 99%

An exploration of Illinois students' attitudes toward science using multivariate multilevel modeling with a cross‐sectional sample of responses from grades 5 through 10

Summers

Abd‐El‐Khalick

2019

J Res Sci Teach

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“…24 One such framework that has been previously used to understand student and faculty behaviors is the theory of planned behavior (TPB). [25][26][27] A central principle of the TPB is that a person's intention to act is an immediate determinant of their planned behavior. According to the TPB, intention is predicted by three constructs: attitude (perceived consequences of performing a behavior), subjective norm (perceived social pressure to perform the behavior), and perceived behavioral control (the extent to which a person feels able or not able to enact a behavior).…”

Section: Introductionmentioning

confidence: 99%

Using the Theory of Planned Behavior to Evaluate Factors That Influence PharmD Students’ Intention to Attend Lectures

Skoglund

Fernandez

Sherer

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To use the theory of planned behavior (TPB) to evaluate the contribution of attitude, subjective norm, and perceived behavioral control in predicting students' intention to attend class lectures in a Doctor of Pharmacy (PharmD) curriculum in which lecture recordings were available. Methods. A survey instrument based on the TPB was developed from focus groups with PharmD students. The survey was then distributed to first through third year students at the conclusion of the 2017-2018 academic school year. Respondents were asked to evaluate their beliefs regarding lecture attendance and their intention to attend lectures during the upcoming fall semester. Predictors of intention were evaluated using descriptive statistics and multiple logistic regression analyses. Results. Responses from 198 of 383 students contained usable data (52% effective response rate). The TPB constructs of attitude and subjective norm were predictors of high intention to attend lectures. Students with a positive attitude towards lecture attendance (eg, believed that purposeful active learning is desirable and occurs during class) were nearly 30% more likely to have high intention to attend lectures. Students with a positive subjective norm (ie, perceived social pressure from professors and classmates to attend lectures) were 66% more likely to have high intention to attend lectures. Perceived behavioral control was not associated with high intention to attend lectures. Conclusion. Interventions aimed at improving students' attitudes and subjective norm may be beneficial in improving students' intention to attend class lectures.

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“…The state of research appears to be highly inconclusive in regard to specific operationalisations, outcome variables (ranging from intentions to seek information and job search to intentions for specific career paths), and techniques of data analysis (ranging from simple bivariate correlations and regression models to SEM) as possible reasons behind the different findings. The TPB factors have also proved to be of varying importance (Arnold et al, 2006;Kim-Soon et al, 2016;Millar and Shevlin, 2003;Presley et al, 2010;Sutter and Paulson, 2016;Taylor, 2015).…”

Section: ***Insertmentioning

confidence: 99%

Why are male students less likely to opt for social science courses? A theory-driven analysis

Haunberger

Hadjar

2020

International Social Work

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In this paper, we discuss the question of why only a few men decide to study social science courses such as social work. While the conceptual base of our analysis includes the theory of planned behaviour (TPB) and theories centring on gender role orientations, the empirical base is a random cluster sample of high school graduates in Switzerland. Results show different gender effects, as well as direct and indirect effects, for all the TPB factors. Gender role orientations and the question of how a social science profession fits one's own gender identity appear to be of particular importance only among male students.

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Using the theory of planned behaviour to understand students’ subject choices in post-compulsory education

Cited by 17 publications

References 39 publications

An exploration of Illinois students' attitudes toward science using multivariate multilevel modeling with a cross‐sectional sample of responses from grades 5 through 10

An exploration of Illinois students' attitudes toward science using multivariate multilevel modeling with a cross‐sectional sample of responses from grades 5 through 10

Using the Theory of Planned Behavior to Evaluate Factors That Influence PharmD Students’ Intention to Attend Lectures

Why are male students less likely to opt for social science courses? A theory-driven analysis

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