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.

Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.

/pdf/does-changing-behavioral-intentions-engender-behavior-change-4nqh8nlgfo.pdf

Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence.

This paper describes and reviews the theory of planned behavior (TPB). The focus is on evidence supporting the further extension of the TPB in various ways. Empirical and theoretical evidence to support the addition of 6 variables to the TPB is reviewed: belief salience measures, past behaviodhabit, perceived behavioral control (PBC) vs. selfefficacy, moral norms, self-identity, and affective beliefs. In each case there appears to be growing empirical evidence to support their addition to the TPB and some understanding of the processes by which they may be related to other TPB variables, intentions, and behavior. Two avenues for expansion of the TPB are presented. First, the possibility of incorporating the TPB into a dual-process model of attitude-behavior relationships is reviewed. Second, the expansion of the TPB to include consideration of the volitional processes determining how goal intentions may lead to goal achievement is discussed.

Extending the Theory of Planned Behavior: A Review and Avenues for Further Research

This article offers a review of the major literature about attitudes to science and its implications over the past 20 years. It argues that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students’ attitudes to science if the nature of the problem is to be understood and remediated. Starting from a consideration of what is meant by attitudes to science, it considers the problems inherent to their measurement, what is known about students’ attitudes towards science and the many factors of influence such as gender, teachers, curricula, cultural and other variables. The literature itself points to the crucial importance of gender and the quality of teaching. Given the importance of the latter we argue that there is a greater need for research to identify those aspects of science teaching that make school science engaging for pupils. In particular, a growing body of research on motivation offers important pointers to the kind of classroom environment and activities that might raise pupils’ interest in studying school science and a focus for future research.

Attitudes towards science: A review of the literature and its implications

STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes

/pdf/stem-integration-in-k-12-education-status-prospects-and-an-377tqo6h6s.pdf

STEM integration in K-12 education : status, prospects, and an agenda for research

The Influence of Attitude on Science Teaching and Learning

The determinants of intentions to enroll in a high school science course were investigated, using the theory of reasoned action, among earth science students enrolled in a middle school located in a middle-income, suburban community in central Texas. The sample consisted of 5 of 14 eighth-grade earth science classes, randomly selected for this study. Classes contained Caucasian and minority students, male and female, of differing science abilities who were grouped according to general academic abilities—basic, average, and gifted and talented. The prediction of behavioral intention of sample participants was tested using four external variables, attitude, and subjective norm (Direct-Full Effects Model), attitude and subjective norm alone (Direct-Reduced Effects Model), and disaggregated data on attitude and subjective norm (Indirect Effects Model). Results of the study revealed attitude and subjective norm to be the sole predictors of behavioral intention for the aggregated data, but to be differentially effective for groups formed on the basis of sex, ethnicity, general ability, and science ability. Evidence is presented to show that the relative contributions of attitude and subjective norm to the prediction of behavioral intention varies among students depending upon their sex, ethnicity, general ability, and science ability. Results of the study are discussed in terms of increasing the enrollment of all students in elective science courses.

Determinants of middle school students' intention to enroll in a high school science course: An application of the theory of reasoned action

This study explores the beliefs about reform of life science teachers in central Texas who were retained to teach Coordinated Thematic Science I. In particular, we were interested in identifying the beliefs that serve as the foundation for the grade 7 life science teachers' intentions to introduce physical science activities in the life science classes they teach. To accomplish this purpose, we selected four teachers, using purposeful sampling procedures. We also adapted an empirical model for investigating rational decisionmaking, the Theory of Planned Behavior, for use in an interview format. Two additional data sources were used to triangulate our findings set out in seven assertions developed from the 52 pages of transcribed interviews. Our results call attention to the need for all three levels of education—state, district, and school—to cooperate in implementing science curriculum reform in Texas. © 1995 John Wiley & Sons, Inc.

Origins of life science teachers' beliefs underlying curriculum reform in Texas

/pdf/a-summary-of-research-in-science-education-1988-2wb0otcu5p.pdf

A summary of research in science education—1988

The theory of reasoned action (Ajzen & Fishbein, 1980; Fishbein & Ajzen, 1975) was used to predict and understand Korean high school students' track choice for college entrance. First-year high school students (N = 665) from four representative regions of Korea participated in the study. The survey instruments were questionnaires developed according to the guidelines of the TRA. The target behavior of interest in this study was Korean students' choice of the science track when they completed the track application forms during the first year of high school. Predictors included TRA model and external variables. Multiple regression and the structural equation modeling with LISREL (Joreskog & Sorbom, 1986) were used to analyze the data. The TRA was found to be applicable for understanding and predicting track choice, with minor modifications. Subjective norm was found to exert a direct influence on personal beliefs and the target behavior.

https://files.eric.ed.gov/fulltext/ED337352.pdf

Predicting and understanding Korean high school students' science-track choice: Testing the theory of reasoned action by structural equation modeling

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