Predictors of primary schoolteachers’ behavioural intention to teach students demonstrating inappropriate behaviour in regular classrooms

This study examined the relationships between primary schoolteachers’ attitudes, efficacy beliefs and perceived support and their behavioural intentions in regard to teaching students who display inappropriate behaviour in regular classrooms. Ajzen’s Theory of Planned Behaviour (TPB) was used to guide the conceptual framework of the study. A total of 1090 teachers from 263 government primary schools located in urban, suburban and rural areas of one educational region of Bangladesh were surveyed. Hierarchical regression was utilized to analyse data. Results revealed that attitudes and efficacy beliefs were significant predictors of teachers’ behavioural intentions in teaching students who exhibit inappropriate behaviour. The three predictive variables (attitudes, efficacy beliefs and perceived support) accounted for 59% of the variance in teachers’ intentions. The findings of the study indicate possible implications for policymakers and teacher educators in Bangladesh.     

Attitudes and Behaviour of Children Toward Peers with Disabilities

The theory of planned behaviour (Ajzen, 1988) was used to examine the relationship between the attitudes and behaviour of primary school children towards peers with physical disabilities included in regular education. The participants were 188 primary school children aged 8 to 12 years. Children's attitudes toward peers with disabilities, their behavioural intentions to interact with and befriend such peers, and the amount of control they perceived having over interactional behaviour, were assessed using self-report measures. These variables were used to predict the amount of time children reported spending with their classmates with physical disabilities in the classroom and playground. The results supported the theory of planned behaviour. Children's attitudes and perceived behavioural control were significant predictors of their intentions to interact with a child with physical disabilities. Intentions predicted actual behaviour to a modest extent, while perceived behavioural control was not directly associated with actual behaviour. The implications of these findings for interventions to change the attitudes and behaviours of students toward classmates with disabilities are discussed.     

Measuring Student Choice Criteria Using the Theory of Planned Behaviour: The Case of Taiwan,Australia, UK,and USA

ABSTRACT

The international marketing of higher education is a global phenomenon in which more than 50 countries compete. USA enjoys the largest market share. However, the market place is highly competitive with many players seeking a place in the international club. Increasing competitive practices calls for increasing market research especially in the area of consumer behaviour and student motivations. In this research area this paper explores the differences in behavioural motivations of international students choosing an overseas university in which to study. The method used in the research is Fishbein's and Ajzen's multi-attribute Theory of Planned Behaviour model. From a sample of Taiwanese students, representing the Chinese Diaspora countries, the intentions of students to study in USA, UK and Australia are examined. Three research questions are explored and the outcome demonstrates the usefulness and the insights that can be gained from the application of the model of Theory of Planned Behaviour in a higher education marketing context.     

Psycho-social characteristics of children and adolescents with siblings on the autistic spectrum

This study investigates the psycho-social characteristics of typically developing children who have siblings with autism and their sibling relationship. Children’s adjustment at school, their self-esteem and social relations, as well as their friends’ attitudes towards their autistic siblings were examined. Participants were 22 siblings of children with autism, aged 8–18?years, 22 mothers and 22 fathers. Parents provided demographic information, and completed the Strengths and Difficulties Questionnaire and the Sibling Inventory of Behaviour. Data from siblings of children with autism were based on a semi-structured interview, the Self-Perception Profile for Children and Adolescents and the Siblings Problems Questionnaire. Only few typically developing siblings of children with autism exhibit emotional and behavioural difficulties. The majority of them have a good relationship with their autistic brother or sister, although they mentioned changes in their daily routines. They also seem not to be satisfied in terms of peer acceptance skills and friendships. In addition, the results of the present study provide evidence for positive parental views on their typically developing children’s emotional and behavioural adjustment. These findings are important and need to be taken into account in order to assess functioning of all family members in families with autism spectrum children.     

Contraceptive use and non-use among teenage girls in a sexually motivated situation

This qualitative narrative study examined contraceptive use and non-use in light of the Theory of Planned Behaviour. The purpose of this paper was to understand contraceptive use and non-use among Finnish teenage girls: why do girls use or not use contraception in a sexually motivated situation and how do the determinants of the Theory of Planned Behaviour (intention, attitudes, social norms, self-efficacy and preparatory behaviour) and situational factors affect girls' contraception-related behaviour? The data are comprised of the narratives of 41 girls regarding their experience with sexually motivated situations that involved contraceptive use or non-use. The narratives were analysed with narrative analysis, a categorical-content mode of reading. The findings suggest that, in light of the Theory of Planned Behaviour and its key determinants, attitude, intention and preparatory behaviour, like carrying condoms, having a condom available and discussing safer sex before intercourse, were not alone sufficient for predicting contraceptive use. The crucial element seems to be self-efficacy. This study provides situational information about adolescent girls' contraception-related decision-making and practical implications for health promoters and sex educators.     

Exploring the intentions and practices of principals regarding inclusive education: an application of the Theory of Planned Behaviour

This study aimed at providing explanation and prediction of principals’ inclusive education intentions and practices under the framework of the Theory of Planned Behaviour (TPB). A sample of 209 principals from Hong Kong schools was surveyed using five scales that were developed to assess the five components of TPB: attitude, subjective norm, perceived behaviour control, intention, and behaviour. Rasch analysis was utilised to examine the psychometric quality of the scales and generate principals’ measures, which were subsequently subjected to path analysis to investigate the relationships among the five components. The results revealed a good model–data fit. Principals’ attitude and perceived subjective norm were strong and significant predictors of their intention to implement inclusive education. The predictive power of perceived behaviour control on intention was not significant. Intention and perceived behaviour control were found to have significant predictive power for principals’ reported inclusive practice. The implications of the findings are discussed.     

The extended Theory of Planned Behaviour and college grades: the role of cognition and past behaviour in the prediction of students’ academic intentions and achievements

Understanding the underlying processes influencing college students’ academic achievement represents an important goal of educational research. The aim of the present study was to examine the utility of the extended Theory of Planned Behaviour (TPB) and the relative influence of cognitive processes and measures of past behaviour in the prediction of grade intentions and actual grades in the context of higher education. Our results show that perceived behavioural control (PBC), subjective norms (SN) and past grades emerged as significant predictors and were able to explain 41% of the variance in grade intentions, while the influence of cognitive processes (planning and future orientation) was not significant. With respect to the prediction of actual grades, we found that habitual school attendance and past grades explained 26% of the variance in actual grades. Again, the influence of cognitive processes (planning and future orientation) was not significant. The main discussion is centred on the utility of the extended TPB in the prediction of academic achievement and the complex relationship between cognitive processes and past behaviour in predicting human actions in general. Limitations and implications of the study are also discussed.     

A typology of approaches to peer tutoring. Unraveling peer tutors’ behavioural strategies

Peer tutors’ behaviour has been stated to have the power to create and increase learning opportunities within peer tutoring programs. However, previous studies have shown that peer tutors struggle to adopt facilitative and constructivist-oriented strategies, as they lean more towards directive and knowledge-telling strategies. This study aims to explore a typology of approaches to peer tutoring by unraveling peer tutors’ behavioural strategies and related approaches. Furthermore, it aims to grasp peer tutors’ behavioural repertoire in-depth by shedding light on the concerns and challenges they experience while tutoring. Results showed that peer tutors used a variety of strategies but were mainly inclined to adopt answering and directive actions. Their questioning behaviour remained relatively low level in terms of quality. Moreover, three types of peer tutors could be discerned, i.e. questioners, informers and motivational organisers. Finally, although all peer tutors reported diverse organisational, social and didactical concerns and challenges, results showed that different types of tutors struggled with different approach-specific issues and experienced tutoring in a slightly different manner. Taking these issues into account seems crucial for peer tutoring to reach its potential. Implications for peer tutoring programs and training of peer tutors are discussed.     

Children's Attitudes and Behavioural Intentions Towards Peers with Disabilities

This study used the theory of reasoned action to investigate determinants of primary school children's attitudes and behavioural intentions towards peers with physical disabilities. The influence of children's own attitudes toward working with peers with physical disabilities in regular classes and subjective norms provided by their teachers, principals, and parents were used to predict behavioural intentions to befriend and interact with classmates with physical disabilities. The participants were 143 fourth and fifth grade primary school students, their mothers, teachers, and school principals. The students completed an attitude questionnaire and a behavioural intention scale. Their parents, teachers, and principals completed a similar disability attitude questionnaire. The results supported the predictions made by the theory of reasoned action. Children's own attitudes towards the inclusion of peers with disabilities was the strongest predictor of behavioural intentions to interact with a classmate with a physical disability. The attitudes of teachers, principals, and parents were also significant predictors of intentions. However, only the attitudes of parents and school principals accounted for any more variance than children's attitudes alone. The implications of these findings are discussed in terms of developing whole class interventions to promote the social integration of children with physical disabilities.     

Why should I read? - A cross-cultural investigation into adolescents’ reading socialisation and reading attitude

While reading behaviour of adolescents is a frequent object of research, most studies in this field are restricted to a single country. This study investigates reading as a leisure-time activity across social groups from three regions differing in reading tradition as well as in the facilities available for reading. The authors analyse the reading behaviour of a total of 2,173 adolescents in the Netherlands, in Beijing (China), and in Cape Town (South Africa). Taking Icek Ajzen’s Theory of Planned Behaviour as a starting point, the authors adjusted it to model the three most important determinants of reading behaviour, namely (1) reading attitude; (2) subjective norms (implicit and explicit social pressure to read); and (3) perceived behavioural control, which includes reading proficiency and appropriateness of the available books (book supply). While they found the adjusted model to fit the Dutch and Beijing situation quite well, it appeared to be inappropriate for the Cape Town situation. Despite considerable cultural and situational differences between the Netherlands and Beijing, the results show a similar pattern for these two environments. The most important determinants turn out to be: the hedonic reading attitude, the implicit norm of family and friends, the attractiveness of the available choice of books, and the perceived reading proficiency.     

Assessing Teacher Opinion on the Inclusion of Children with Social,Emotional and Behavioural Difficulties into Mainstream School Classes

Abstract

This study used a mixed methods approach to determine mainstream teachers’ attitudes towards inclusion of children with social, emotional and behavioural difficulties (SEBD) considering the influence of age, experience, qualifications and the support they receive. The study further considered whether there was a link between attitudes and willingness to work with such children in mainstream classrooms whilst identifying the barriers to successful inclusion. A sample of 50 primary teachers (14 males; 36 females) volunteered to take part in the study. The results indicated that age, time in profession and support received were significant predictors of teacher attitudes, with time in the profession as the strongest predictor. Attitudes also had a significant effect on willingness to include when controlling for support received. Qualitative responses suggested teachers felt they lacked necessary training to include children with emotional and behavioural difficulties, and lack of consistent resources and support were commonly cited as barriers.     

Using applied behaviour analysis as standard practice in a UK special needs school

This article describes how applied behaviour analysis can be implemented effectively and affordably in a maintained special needs school in the UK. Behaviour analysts collaborate with classroom teachers to provide early intensive behaviour education for young children with autism spectrum disorders (ASD), and function based behavioural interventions for children between the ages of three and 18 years. Data are presented that show how the model is effective. Children with ASD under the age of seven made significant gains on intelligence quotient and on a range of skills including language, social and play, and academic skills following three academic terms of intervention. Case study data for two children reveal a marked decrease in challenging behaviour following a function based behavioural intervention. These interventions have led to greater independence, integration and access to curricular activities. These data show that children are making significant gains within this cost‐effective model.     

Educational distance from the perspective of self‐direction: an analysis

To establish which factors predict student intentions to contribute towards an OpenCourseWare site, an online questionnaire was distributed among University of Queensland students via email. The 320 participants completed items that were based on the theory of planned behaviour and were designed to measure attitudes, subjective norms and perceived behavioural control. Measures of altruistic motivation were also included as a predictor for intentions to contribute. Overall, attitudes, subjective norms, perceived behavioural control and altruistic motivation explained 43.1% of the variance in students’ intentions to contribute. Attitudes and altruistic motivation were the strongest predictors, accounting for 7.49% and 7.12%, respectively, with subjective norms accounting for 3.9%. Perceived behavioural control was not found to contribute to the explanatory model. The implications for universities creating new OpenCourseWare sites are discussed. Further research should investigate the effects of barriers on student intentions to develop and contribute and should examine the determinants of faculty support.     

Children's attitudes towards ADHD,depression and learning disabilities

Attention deficit hyperactivity disorder (ADHD), depression and general learning disabilities (LD) are common difficulties for British primary school children. It has been found that characteristics associated with these difficulties can result in negative attitudes and stigma from other children, causing problems with peer relationships. Furthermore, problematic peer relations can intensify the difficulties associated with these disorders. Packages such as ‘Tackling Stigma: A Practical Toolkit’ aim to combat stigma in schools. However, these packages have not been based on evidence regarding children's attitudes towards different disorders. This study aims to explore children's attitudes towards ADHD, depression and LD from a conative (measure of social distance) and cognitive (measure of positive or negative attributes ascribed to a person) perspective. Participants were 273 children (M= 9.2 years). Vignettes were used to describe a child with ADHD, depression, or LD or a ‘normal’ child. The Shared Activities Questionnaire was utilised to assess conative attitudes, and the Adjective Checklist was utilised to assess cognitive attitudes. Results showed that children generally displayed more negative attitudes to vignettes describing mental health difficulties (MHD) (ADHD and depression) than LD. Children had more negative attitudes towards the ADHD (externalising disorder) vignette than the depression vignette (internalising disorder). Younger children had more positive conative attitudes than older children. Those who had previous contact with children with ADHD, depression and LD had more positive attitudes. These findings can enhance current stigma reduction interventions through contributing a deeper understanding of children's attitudes towards the most common MHD and LD in childhood.     

Paternal involvement in the statutory assessment of special educational needs

There are manifold benefits of parental involvement in a child’s education, but there is evidence of gender imbalances in parental involvement. This article describes research into fathers’ involvement with educational psychologists (EPs) working with children undergoing statutory assessment. A content analysis of children’s files from one educational psychology service was conducted to assess the level of paternal involvement in EPs’ work, and semi‐structured interviews with eight fathers were used to identify factors that affected their involvement with EPs’ work. Fathers were less involved than mothers, and a number of factors affecting fathers’ involvement was identified. The discussion of findings is informed by Community Psychology, Ecosystemic Theory and the Theory of Planned Behaviour, and strategies to promote paternal involvement are identified.     

Student self-assessment: why do they do it?

Abstract

This study explores factors that predict students’ self-assessment intentions and practices using a framework based on the Theory of Planned Behaviour (TPB). A total of 1425 Hong Kong students (Primary 4 to Secondary 3) participated in this study. Students’ intentions and practices pertaining to self-assessment and the predictors of their intentions and practices were assessed with 11 self-report scales aligned to the TPB constructs. The psychometric properties of scales were examined with Rasch analysis and the relations among the variables were investigated with path analysis based on Rasch-calibrated person measures. The results showed that attitude, subjective norms, self-efficacy, and perceived controllability were statistically significant predictors on intention to self-assess, while self-efficacy and intention had significant influence on self-assessment practice. Psychological safety was also found to have relatively weak but significant impact on both self-assessment intention and practice. This study lays a foundation for future investigations on how to promote meaningful self-assessment behaviour which is crucial for self-regulated and life-long learning.     

Principals' and teachers' attitudes and knowledge of inclusive education as predictors of effective teaching practices in Ghana

Surveys and observations were undertaken in selected primary schools in Ghana to determine whether principals' and teachers' attitudes towards and knowledge of inclusive education, as well as principals' expectations of teachers in implementing inclusion, were predictors of effective teaching practices in their classrooms. The sample of 128 educators (20 principals and 108 teachers) drawn from 20 primary schools in two districts, were required to respond to questionnaire measures of Attitude Towards Inclusive Education Scale (ATIES), Knowledge of Inclusive Education Scale (KIES) and Principals' Expectations Scale (PES). Of the total number of teachers ( N  = 108), 37 were observed during instructional delivery in their classrooms. The data were analysed by a variety of statistical procedures including Regression Analysis and Discriminant Function Analysis. In the context of the Theory of Planned Behaviour (Ajzen, 1985), the results showed that whilst attitudes towards inclusion (attitude element) and knowledge of inclusion (perceived behavioural control element) predicted effective teaching practices, principals' expectations (subjective norm) did not. Implications for the implementation of effective inclusive practices in Ghanaian schools and the need for future research are discussed.     

A Qualitative Investigation of Fifth- and Sixth-grade Students’ Attitudes towards Intellectual Disability

Research suggests that attitudes of typically developing children towards intellectual disability (ID) play an important role in the social integration and acceptance of children with IDs. To date, however, few studies have investigated children’s attitudes towards ID. The primary objective of this study was to examine the cognitive, affective, and behavioural components of children’s attitudes towards ID. Thirty-nine (14 boys, 25 girls) fifth- and sixth-grade elementary school students participated in the study. Seven focus groups were created in five different schools. Results suggested that inaccurate beliefs and negative emotions regarding ID may contribute to social and school integration problems experienced by children with IDs. The findings of the present study could be useful for the development of education and awareness programs that promote the development of more positive attitudes towards ID.     

Developmental changes (14–21 years old) in binge drinking patterns and their explanatory factors / Cambios evolutivos (14–21 años) en los patrones de ingesta puntual de alcohol en exceso y en sus factores explicativos

Abstract

In order to design prevention programs, it is important to understand the evolution of drinking behaviour patterns among adolescents and young people. The aim of this paper is to analyse the changes in these patterns based on age and their role in explaining this behaviour in the Theory of Planned Behaviour framework. We used 273 participants divided into three sub-samples (3^rd and 4^th ESO [Educación Secundaria Obligatoria, ‘Compulsory Secondary Education’] students and university students). For older ages, the frequency of binge drinking is higher and the attitudes were also more positive towards alcohol consumption. Structural equation analyses show that drinking behaviour is explained by a different model in each age-group: in older groups, the role played by positive attitude and perceived control is more important than in the younger; by contrast, the influence of reference groups decreases with age. Results show significant differences between age groups regarding the reasons that young people report for engaging or not engaging in this behaviour.