Gender Differences in a Comparison of Two Tested Etiological Models of Cigarette Smoking Among Elementary School Students1

The theory of reasoned action (TRA), theory of planned behavior (TPB), and a revised TPB were evaluated using manifest variable structural equation modeling among 4^th‐ through 6^th‐grade students for effectiveness in predicting lifetime cigarette use. TRA was an adequate model for female students, but not male students. TPB resulted in improved model fit over TRA for both male and female students, and a revised TPB model improved fit marginally among female students. Tests for differences across gender indicated that the relationship between intention to use and lifetime cigarette use was stronger among female compared to male students. The results indicate that the TPB is an effective model for predicting lifetime cigarette use among late elementary‐school‐aged children.     

Personality,the Theory of Planned Behavior,and Exercise: A Unique Role for Extroversion's Activity Facet1

The primary purpose of this study was to determine if the theory of planned behavior (TPB) mediated the relationship between selected personality traits (i.e., extroversion, neuroticism, and conscientiousness) and exercise behavior using structural equation modeling. Based on previous research, it was hypothesized that extroversion (E) would have a significant direct effect on exercise behavior while controlling for the TPB. A secondary purpose was to explore whether the facets of these personality domains had significant effects on TPB constructs or exercise behavior while controlling for the general personality domains. Female undergraduate students (N= 301) completed measures of the TPB, the Five‐Factor model of personality, and a 1‐month exercise behavior follow‐up. Model 1 resulted in a direct effect of E on exercise behavior. Model 2 suggested a significantly better fit when direct effects of E's activity facet were freed for estimation. Moreover, freeing these effects rendered the effects of general E nonsignificant. It was concluded that the direct effect of E on exercise behavior found in previous research might be explained entirely by the activity facet of E.     

The Theory of Reasoned Action and the Role of External Factors on Heterosexual Men's Monogamy and Condom Use1

Although the majority of prevention efforts have focused on women, reduction of heterosexual transmission of STDs also requires interventions for men, necessitating understanding of men's safer sex decision making. In a random sample of 486 heterosexually active men, the theory of reasoned action (TRA) was used to predict intentions to use condoms with casual partners, as well as 2 steady‐partner safer sex behaviors: mutual monogamy and condom use. The basic TRA model fit the data well. Expanded models identified the mediated (via attitudes, social norms, and self‐efficacy) and, for some, direct effects on intentions and behavior of selected intrapersonal, interpersonal, and sociocultural variables. Results suggest that the role of external variables might vary depending on the behaviors in question.     

Predicting Intentions to Conserve Water From the Theory of Planned Behavior,Perceived Moral Obligation,and Perceived Water Right1

This study tested the explanatory power of Ajzen's (1991) theory of planned behavior (TPB), and a modified TPB model including perceived moral obligation (PMO) and perceived water right (PWR), to predict people's intentions to conserve water. The study had 244 government employees who participated. The TPB variables improved the prediction of intention to use less water, but were less successful in predicting intention to install water-efficient appliances. A significant interaction was found between attitude and subjective norm, suggesting that past studies have overlooked moderating effects in the TPB model. In addition to the TPB variables, PWR further improved the prediction of intention to install water-efficient appliances. Results also suggest that water-saving procedures should be differentiated into curtailment and efficiency procedures.     

Predicting Intention to Save Water: Theory of Planned Behavior,Response Efficacy,Vulnerability, and Perceived Efficiency of Alternative Solutions1

These 2 studies attempted to predict people's intention to save water. Study 1 used a model based on Ajzen's (1991) theory of planned behavior (TPB) and other variables: vulnerability, 2 collective efficacy variables, and subjective effectiveness of alternative solutions (SEAS) to ease drought impact. Study 2 tested a model similar to that of Study 1, but with 2 personal efficacy variables added. Respondents in both studies were residents of Taiwan (Ns= 166 and 210). Analysis indicated that the modified models (R²>.32) were better than the TPB model (R²<.19), and SEAS and response efficacy had crucial effects on people's intentions to retrofit. The studies also found some significant but inconsistent effects of income, dwelling, and education.     

The Role of Self‐identity in the Theory of Planned Behavior: A Meta‐Analysis

The present study used meta‐analysis to evaluate the role of self‐identity in the theory of planned behavior (TPB). Altogether, 40 independent tests (N = 11607) could be included in the review. A large, sample‐weighted average correlation between self‐identity and behavioral intention was observed (r₊ = .47). Multiple regression analyses showed that self‐identity explained an increment of 6% of the variance in intention after controlling for the TPB components, and explained an increment of 9% of the variance when past behavior and the TPB components were controlled. The influence of self‐identity on behavior was largely mediated by the strength of behavioral intentions. Theoretical implications of the findings are discussed.     

Relationships among the theory of planned behavior,stages of change,and exercise behavior in older persons over a three year period

Abstract

The present study examined the relationships among the theory of planned behavior (TPB), stages of change, and exercise behavior in 131 older persons over a three year period. Participants completed a baseline questionnaire by mail that assessed attitude, perceived control, subjective norm, intention, and stage and then received a telephone call three years later in which current exercise stage and behavior were assessed. Path analyses showed that (a) TPB constructs were significant predictors of exercise stage, (b) intention mediated the effects of TPB constructs on exercise stage, and (c) exercise behavior was best predicted by intention rather than stage. Results were interpreted as providing evidence for the long term predictive validity of TPB in the exercise domain and as questioning the necessity of combining both intention and stage in a single predictive model.     

Contrasting the Theory of Planned Behavior With the Value‐Belief‐Norm Model in Explaining Conservation Behavior1

In this paper, we contrast the value‐belief‐norm (VBN) model and the theory of planned behavior (TPB) for the first time regarding their ability to explain conservation behavior. The participants represent a convenience sample of 468 university students. Using survey data and adopting previously established compound measures, structural equation analyses revealed a remarkable explanatory power for both theories: TPB's intention accounted for 95% of people's conservation behavior and VBN's personal norms accounted for 64%. Compared to the VBN model, the TPB covered its concepts more fully in terms of proportions of explained variance. More importantly, the fit statistics revealed that only the TPB depicts the relations among its concepts appropriately, whereas the VBN model does not.     

Parental Control and Junk‐Food Consumption: A Mediating and Moderating Effect Analysis1

This cross‐sectional study examined the mediating effect of the theory of planned behavior (TPB) and the moderating role of perceived parental control within the context of adolescents' junk‐food consumption. Adolescents (N = 739) were selected using a cluster‐stratified randomized sampling method. Social cognitions, perceived parental control, and junk‐food consumption were assessed through self‐administered questionnaires. Results revealed both direct and indirect effect of perceived parental control within TPB. Additionally, impact of intention was not moderated by perceived parental control. TPB explained 28% and 12% of the variance in intention and junk‐food consumption, respectively. This study identified somewhat both the why and how of junk‐food consumption in Iranian female adolescents.     

Drivers' compliance with speed limits: an application of the theory of planned behavior

The theory of planned behavior (TPB; I. Ajzen, 1985) was applied to drivers' compliance with speed limits. Questionnaire data were collected for 598 drivers at 2 time points separated by 3 months. TPB variables, demographic information, and self-reported prior behavior were measured at Time 1, and self-reported subsequent behavior was measured at Time 2. In line with the TPB, attitude, subjective norm, and perceived control were positively associated with behavioral intention, and intention and perceived control were positively associated with subsequent behavior. TPB variables mediated the effects of age and gender on behavior. Prior behavior was found to moderate the perceived control-intention and perceived control-subsequent behavior relationships. Practical implications of the findings for road safety and possible avenues for further research are discussed.     

Modeling antecedents of university students' study behavior and grade point average

Two prospective surveys tested theory‐based models of university students' study behavior and grade point average (GPA). The theory of planned behavior (TPB) and personality systems interaction (PSI) theory were tested. The TPB fitted the data for self‐reported study but was less useful when applied to GPA. Some support for PSI theory was found although results varied for study behavior verses GPA. In Study 1, an interaction between volitional competency and subjective norm explained unique variation in study behavior controlling for TPB variables and past behavior. In Study 2, implicit attention control had a direct effect on GPA after the TPB variables and past achievement were controlled. Implications for interventions designed to improve tertiary‐level academic achievement are discussed.     

Academic career intention beyond the PhD: can the theory of planned behavior explain gender differences?

Are women less interested in becoming professors than men? We applied the theory of planned behavior (TPB) to investigate the intention to pursue an academic career. Postdocs who recently finished their PhD at a German university participated in an online survey (N = 380, mean age: 33; 45% women). Women reported lower academic career intentions (d = 0.40); TPB variables (attitude, subjective norm, self‐efficacy) explained 87% of this gender difference. At an 8 month follow‐up, we found no gender difference in the intention to continue in an academic career among the postdocs who were still working in academia (n = 129). Addressing TPB constructs early in women's academic careers could encourage them to remain in academia and strive for a professorship.     

The Proposition of a General Version of the Theory of Planned Behavior: Predicting Ecological Behavior1

The present paper explores whether the theory of planned behavior (TPB) must abandon the notion that perceived behavioral control (PBC) has a direct influence on behavior. In a cross‐sectional survey of 895 Swiss residents, our hypothesis was tested by means of structural equation models. Applied specifically, PBC turned out to be a significant direct predictor of one's performance. A general version of the TPB based on aggregated measures, however, revealed PBC's direct influence on behavior to be nonsignificant and, presumably, a non‐universally applicable and thus nongeneralizable part of the theory. Intention determined 51% to 52% of people's ecological behavior, which supports the claim of a strong attitude‐behavior relation. Attitude, subjective norms, and PBC, the 3 TPB components, account for 81% of intention's variance.     

Predicting Positive Academic Intention Among African American Males and Females1

Significant attention has been given to the educational shortcomings of African American students. This study examined predictors of educational success among African American high school sophomores. It explored factors that predict differences in students’ academic intention to complete the school year, and how these factors differ by gender. The study was guided conceptually by the theory of planned behavior (TPB). We also assessed perceptions of self. Results indicated that most students had positive predispositions toward school‐year completion, with females being more positively oriented toward academic success than males. The TPB's attitude component was the only predictor tested to operate differentially across gender. Having a positive attitude toward school was a significantly greater predictor of intention to complete the school year for males than for females.     

Expanding the Affective and Normative Components of the Theory of Planned Behavior: A Meta‐Analysis of Anticipated Affect and Moral Norms

Meta‐analysis was used to determine the predictive validity of anticipated affect and moral norms in the theory of planned behavior (TPB; Ajzen, 1991 ). Medium‐to‐large sample‐weighted average correlations were obtained. Anticipated affect and moral norms increased the variance explained in intentions by 5% and 3%, respectively, controlling for TPB variables. Intention mediated the influence of both variables on behavior. Moderator analyses showed that younger samples and behaviors with a moral dimension were associated with stronger moral‐norm/intention relations, and anticipated regret was associated with a stronger anticipated‐affect/intention relation. The implications of the findings for the TPB are discussed.     

大学生使用BBS的心理因素研究

在理论分析基础上,构建了大学生使用BBS的心理因素及行为模型,并编制问卷,通过对137名大学生的问卷调查对该模型进行了验证.结果表明:1.使用BBS的行为意向和自我效能感对使用行为的预测作用极其显著.2.使用BBS的态度对行为意向有极显著的正向影响.3.使用BBS过程中体验到的实用性和积极感受对于态度有显著的正向影响,而在使用BBS过程中体验到的危害性对态度有负向影响.4.互联网自我效能感对使用BBS的自我效能感有极其显著的正向影响,但对使用BBS的态度无显著影响.5.使用BBS的自我效能感和控制感对使用行为的影响不显著.     

The Theory of Planned Behavior as a model for understanding sedentary behavior

ObjectivesSedentary time has emerged as an independent risk factor for numerous adverse health outcomes. However, little is known about the social-cognitive correlates of sedentary behavior. The purpose of this study was to provide preliminary evidence for the factor structure and composition of sedentary derived Theory of Planned Behavior (TPB) constructs and to determine the utility of these constructs in predicting sedentary intention and sedentary time.MethodTwenty-three items were created to assess attitudes, subjective norms (SN), perceived behavioral control (PBC), and intention with respect to time spent being sedentary. Using a web-based survey, 372 adults completed a modified Sedentary Behavior Questionnaire and were then randomised to one of three TPB questionnaire packages: general, weekday, and weekend. Weekday and weekend participants completed items for work/school (less-volitional) and leisure/recreation (volitional) activities separately, resulting in five TPB models being analyzed: general, weekday work/school, weekday leisure/recreation, weekend work/school, and weekend leisure/recreation.ResultsIrrespective of model, items grouped into coherent factors consistent with TPB and explained 9–58% and 8–43% of the variance in intention and behavior, respectively. The strongest and most consistent predictor of intention and behavior were SN and intentions, respectively. Mediation analyses indicated that attitudes consistently affected sedentary time through intention.ConclusionsThere is growing evidence that the TPB is a useful framework for understanding sedentarism.     

Analysing the Influence of Autonomous and Controlling Social Factors Within the Theory of Planned Behaviour

The aim of this study was to analyse the effects of autonomous (i.e., autonomy support from parents and peers) and controlling (i.e., social physique anxiety) social factors on future intention to exercise, integrating the distal (i.e., basic psychological needs satisfaction and self‐determined motivation) and proximal (i.e., attitudes, perceived behavioural control and subjective norms) determinants of intention defined in self‐determination theory (SDT) and the theory of planned behaviour (TPB). Self‐report questionnaires were distributed to 390 secondary school pupils (male = 218, female = 172, M_age = 15.10, standard deviation = 1.94). The results of path analysis, controlling for past behaviour of physical activity, showed that social factors predicted future intention to exercise through the influence of the distal and proximal determinants. The main contribution of the study was to provide evidence that the proximal determinants of the TPB captured the direct influence of social factors, independent of the mediating effects of psychological needs satisfaction and self‐determined motivation towards exercise. Results supported the integration of the two theories, clarifying the processes of influence of autonomous and controlling social factors within the variables of SDT and the TPB.     

Threshold assessment of attitude,subjective norm,and perceived behavioral control for predicting exercise intention and behavior

According to the theory of planned behavior (TPB), attitude, subjective norm, and perceived behavioral control (PBC) are hypothesized to have linear associations with intention and behavior. However, no previous research has examined this hypothesized linearity across scale responses. Further, no study using social cognitive measures has detailed the incremental increases in the proportion of people meeting the American College of Sports Medicine's (ACSM) exercise guidelines across scale responses. The purpose of this study was to examine mean scores of intention and behavior and detail the proportion of participants meeting ACSM's exercise guidelines for each TPB construct response category (i.e. 1–7). Participants were university undergraduates (N=585) who completed measures of the TPB and a 2-week follow-up of exercise behavior. Results were evaluated using effect sizes (d,w) and p-levels, and provided general support for the linear effects of affective and instrumental attitude, but PBC and subjective norm were identified as having specific thresholds. Further, thresholds of positive, but not negative, exercise social cognition were identified for meeting ACSM's criteria with the exception of affective attitude. Threshold analysis was discussed as a novel way of analyzing TPB data by providing additional information about the expected success of intervention efforts focused on TPB constructs.     

Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life

The present study investigated the impact of teachers' organizational citizenship behaviours (OCBs) on student quality of school life (SQSL) via the indirect effect of job efficacy. A measure of teacher OCBs was developed, tapping one dimension of individual‐focused OCB (OCBI – student‐directed behaviour) and two dimensions of organization‐focused OCB (OCBO – civic virtue and professional development). In line with previous research suggesting that OCBs may enhance job efficacy, as well as studies demonstrating the positive effects of teacher efficacy on student outcomes, we expected an indirect relationship between teachers OCBs and SQSL via teachers' job efficacy. Hypotheses were tested in a multi‐level design in which 170 teachers and their students (N=3,057) completed questionnaires. A significant proportion of variance in SQSL was attributable to classroom factors. Analyses revealed that the civic virtue and professional development behaviours of teachers were positively related to their job efficacy. The job efficacy of teachers also had a positive impact on all five indicators of SQSL. In regards to professional development, job efficacy acted as an indirect variable in the prediction of four student outcomes (i.e., general satisfaction, student–teacher relations, achievement, and opportunity) and fully mediated the direct negative effect on psychological distress.