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. 相似文献
This paper reports the outcomes of a small-scale exploratory study that examined the utility of a novel computer-supported student behaviour self-monitoring procedure called Auto-Graph. The Auto-Graph procedure is a universal classroom behaviour management strategy for responding to disruptive antisocial behaviours. It was designed to provide up-to-date information on student behaviours over time that might alert students and school staff to emerging problematic behavioural patterns. This strategy is consistent with an interest in school-based early intervention. Furthermore, the Auto-Graph design assumes generalised benefits of a continuous cycle of monitoring and feedback/reflection that might inform understandings regarding goodness-of-fit between student needs and educational provision. The present study explored basic questions pertaining to the utility of Auto-Graph as a universal procedure in two 'inclusive' mainstream primary school classrooms. Results suggest a potential utility of the procedure in terms of supporting teachers and students in efforts directed at reducing disruptive antisocial behaviours, and by effect mediating the inclusion of potentially disruptive students in mainstream schools particularly when considering those identified with emotional and behavioural difficulties (EBD). 相似文献
Purpose: To identify and understand factors influencing farmers’ decisions to engage with extension activities. To understand farmer segments and how these factors vary in order to develop recommendations for future extension delivery.
Methodology: Qualitative data was obtained through semi-structured interviews with 30 Tasmanian dairy farmers. The Theory of Planned Behaviour (TPB) framework was used to identify and explore factors influencing farmer engagement intentions and behaviour.
Findings: There was a negative effect of social influence on experienced farmers’ intention to re-engage with extension, due to the belief extension activities were targeted to less experienced, younger farmers. Perceived control factors limiting engagement included lack of confidence about existing knowledge, resulting in farmers perceiving extension activities as confronting.
Practical implications: Key factors influencing intention to engage and continued engagement with extension were identified. These findings will inform future design and targeting of extension activities to improve initial and continued engagement. Subsequent recommendations are presented.
Theoretical implications: Previous TPB studies on adoption as an outcome of extension have typically focused on quantifying adoption predictions, rather than exploring how social factors interact and influence intentions and behaviours. This paper demonstrates how the TPB can be qualitatively applied to better understand farmer decision making, in this instance with respect to their initial and continued engagement with extension.
Originality/value: This paper demonstrates how the TPB can provide an evidence-based framework to qualitatively explore farmer intentions and behaviour. This approach has led to new insights into farmer decision making that will inform improvements in future extension development. 相似文献
Positive outdoor teaching and learning experiences and sound pedagogical approaches undoubtedly have contributed towards an understanding of environmental sustainability but it is not always clear how, and to what extent, education can translate into action. This article argues, with reference to social learning theory, that role modelling, mentoring and sustainable practice, by outdoor educators and using outdoor experiences, can contribute to pro-environmental action by offering an array of possibilities to engender pro-environmental behaviour. Pro-environmental behaviour is situated on the spectrum towards the realisation of a sustainable ‘lifestyle’, which implies a stronger and more committed intent, but might constitute too radical a shift with implied structural change. Using Cooper’s theoretical framework of ‘awareness, empowerment and commitment’, the place of role modelling through long-term mentoring in real, lived, outdoor environments that embrace pro-environmental behaviour is illustrated but further empirical research is required to substantiate the evidence base. 相似文献
The widely supported wish for more inclusive education places ever greater expectations on teachers’ abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have ‘abnormal behaviour’, and the class mean without these pupils as the dependent variable. For all SDQ-L subscales – emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems – the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class. 相似文献
This study examined an extended theory of planned behaviour (TPB) model that specified factors affecting students’ intentions to collaborate online for group work. Past behaviour, past experience and actual behavioural control were incorporated in the extended TPB model. The mediating roles of attitudes, subjective norms and perceived behavioural control were also examined. Data were collected from primary and secondary students in Hong Kong (N = 957). The partial least square approach to structural equation modelling was used to analyse the a priori hypothesised model. In general, the model fitted the data very well and the major relationships were found to be significant. The results indicated that past experience and actual behavioural control played individual roles in the model. Theoretical and practical implications are considered in this study. 相似文献
Certain basic moral propositions are unlike basic religious propositions in that it is incoherent to deny them. A community needs a shared set of moral beliefs in a way that it does not need a shared set of religious beliefs. The cultivation of certain types of behaviour is necessary in a community. For these three reasons, bringing up children to adhere to certain basic moral principles is justified in a way that bringing them up to accept basic religious tenets is not.Simon Fraser University 相似文献