https://www.hse.ru/data/816/479/1225/Oct%2019%20Cited%20%231%20Manage%20THE%20THEORY%20OF%20PLANNED%20BEHAVIOR.pdf

The theory of planned behavior

The social psychology of organizing

The Theory of Planned Behaviour (TPB) has received considerable attention in the literature. The present study is a quantitative integration and review of that research. From a database of 185 independent studies published up to the end of 1997, the TPB accounted for 27% and 39% of the variance in behaviour and intention, respectively. The perceived behavioural control (PBC) construct accounted for significant amounts of variance in intention and behaviour, independent of theory of reasoned action variables. When behaviour measures were self-reports, the TPB accounted for 11% more of the variance in behaviour than when behaviour measures were objective or observed (R2s = .31 and .21, respectively). Attitude, subjective norm and PBC account for significantly more of the variance in individuals' desires than intentions or self-predictions, but intentions and self-predictions were better predictors of behaviour. The subjective norm construct is generally found to be a weak predictor of intentions. This is partly attributable to a combination of poor measurement and the need for expansion of the normative component. The discussion focuses on ways in which current TPB research can be taken forward in the light of the present review.

/pdf/efficacy-of-the-theory-of-planned-behaviour-a-meta-analytic-32gm69pazu.pdf

Efficacy of the Theory of Planned Behaviour: a meta-analytic review.

Publisher Summary
This chapter outlines the two basic routes to persuasion. One route is based on the thoughtful consideration of arguments central to the issue, whereas the other is based on the affective associations or simple inferences tied to peripheral cues in the persuasion context. This chapter discusses a wide variety of variables that proved instrumental in affecting the elaboration likelihood, and thus the route to persuasion. One of the basic postulates of the Elaboration Likelihood Model—that variables may affect persuasion by increasing or decreasing scrutiny of message arguments—has been highly useful in accounting for the effects of a seemingly diverse list of variables. The reviewers of the attitude change literature have been disappointed with the many conflicting effects observed, even for ostensibly simple variables. The Elaboration Likelihood Model (ELM) attempts to place these many conflicting results and theories under one conceptual umbrella by specifying the major processes underlying persuasion and indicating the way many of the traditionally studied variables and theories relate to these basic processes. The ELM may prove useful in providing a guiding set of postulates from which to interpret previous work and in suggesting new hypotheses to be explored in future research.

/pdf/the-elaboration-likelihood-model-of-persuasion-3y2y5dyvfe.pdf

The elaboration likelihood model of persuasion

Research on the relation between attitude and behavior is examined in light of the correspondence between attitudinal and behavioral entities. Such entities are defined by their target, action, context, and time elements. A review of available empirical research supports the contention that strong attitude-behavior relations dre obtained only under high correspondence between at least the target and action elements of the attitudinal and behavioral entities. This conclusion is compared with the rather pessimistic assessment of the utility of the attitude concept found in much contemporary social psychological literature.

/pdf/attitude-behavior-relations-a-theoretical-analysis-and-2wr3erzb6j.pdf

Attitude-behavior relations: A theoretical analysis and review of empirical research.

Gordon Allport (1954) has described the attitude concept as "the primary building stone in the edifice of social psychology [p. 45]," and the extensive attitude literature in the past 20 years supports this contention. Stimulated primarily by the cognitive consistency theories, thousands of pages have been written recently on attitude formation and change. One possible reason for the popularity of the attitude concept is that social psychologists have assumed that attitudes have something to do with social behavior. Cohen (1964), in the concluding chapter of his book. Attitude Change and Social Influence, states:

/pdf/attitudes-versus-actions-the-relationship-of-verbal-and-3f77m6h4sd.pdf

Attitudes Versus Actions: The Relationship of Verbal and Overt Behavioral Responses to Attitude Objects.

The human tendency to think recurring thoughts limits our theories and research. This article presents four sets of strategies that may be useful for generating new perspectives on familiar research problems: playing with ideas, considering contexts, probing and tinkering with assumptions, and clarifying and systematizing the conceptual frame. In 1879, Sir Francis Galton published an article describing a leisurely stroll he took in the interests of science--specifically to explore how the mind works. In the article, Galton told of walking down a London street and scrutinizing every object that came into his view. He recorded the first thought or two that occurred to him as he focused on each of about 300 objects. Galton reported that this method produced a great variety of associations, including memories of events that had occurred years earlier. After several days, Galton repeated the walk and the recording procedure and again found a variety of associations. He also discovered a great deal of repetition or overlap in his thoughts on the two occasions. Galton likened his thoughts to actors in theater processions in which the players march off one side of the stage and reappear on the other. This recurrence of ideas piqued Galton's curiosity. He next devised some word association tasks that led him to the same conclusion as his walks, namely, that "the roadways of our minds are worn into very deep ruts" (Galton, 1879, cited by Crovitz, 1970, p. 35). Although Galton's methods may have been faulty by present standards, he seems to have discovered a stable psychological principle: the recurrence of ideas (Crovitz, 1970). My comments here assume that Galton was rightwthat our thoughts flow in a limited number of channels and that our research efforts are thereby constrained. This article sketches a variety of approaches for stimulating new insights on familiar research problems. Four sets of strategies, phrased as advice to researchers, are discussed as follows: 1. Researchers should play with ideas through a process of selecting and applying metaphors, representing ideas graphically, changing the scale, and attending to process. 2. Researchers should consider contexts. They can place specific problems in a larger domain, make comparisons outside the problem domain, examine processes in the settings in which they naturally occur, consider the practical implications of research, and probe library resources. 3. It is important for researchers to probe and tinker with assumptions through such techniques as exposing hidden assumptions, making the opposite assumption, and simultaneously trusting and doubting the same assumption. 4. Finally, it is vital that researchers clarify and systematize their conceptual frameworks. They should scrutinize the meanings of key concepts, specify relationships among concepts, and write a concept paper. The need for psychologists to attend to conceptual framing processes has been widely acknowledged (see, for example, Brinberg & McGrath, 1985; Campbell, Daft, & Hulin, 1982; Caplan & Nelson, 1973; Gergen, 1978, 1982; Jones, 1983; McGuire, 1973, in press; Tyler, 1983; Wachtel, 1980; Weick, 1979). Several caveats are in order before we proceed: 1. Some readers may already be familiar with certain strategies and find them obvious. I have tried to include a diversity of heuristics in the hope that even seasoned investigators will find something of value. 2. Given the goal of presenting a range of strategies, only limited space is available for describing and illustrating each procedure. There is a risk that important and complex topics have been oversimplified-possibly even trivialized. I strongly recommend further reading on any strategy that seems promising; references are provided in the text. 3. These strategies are offered as heuristics. Most have not been systematically evaluated, although they have been useful to the scholars who proposed them and to others who have used them. 4. The substantial and important psychological literature on problem solving and critical and creative thinking has not been reviewed or even cited here. Much of that research addresses problems for which there are consensual solutions derived from mathematical or other logical systems. And some of that 1094 October 1985 • American Psychologist Copyright 1985 by the American Psychological Association, Inc. 00034)66X/85/$00.75 Vol. 40, No. 10, 1094-1103 literature presumes that thinking habits developed from work on abstract puzzles or exercises are readily transferable to a wide range of other problems. The present concern is how to generate useful ideas whose "accuracy" cannot immediately be assessed. The following strategies draw upon, and in some cases expand, the researcher's existing knowledge structures (cf. Glaser, 1984). They are directly applicable to research problems in all areas of psychology.

Getting out of our conceptual ruts: Strategies for expanding conceptual frameworks.

The behavior setting is a useful unit for study of man-environment relationships, but research on this unit should go beyond static description to consider the question, “What events or processes mediate the influence of environments (behavior settings) on behavior?” In this context, several psychological theories are discussed: operant learning, observational learning, behavior setting theory, and social exchange theory. For each theory, research problems relevant to environmental planning and design are suggested.

Processes which mediate behavior‐environment congruence

Undermanning, performances, and students' subjective experiences in behavior settings of large and small high schools.

Ecological psychology: Some recent and prospective developments.

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