Theory of Planned Behaviour Experiment Design

Theory of Planned Behaviour Experiment Design Project plan and questionnaire design for a practical experiment based on the theory of planned behaviour Introduction This experiment was designed to test the role of attitude in the outcome of a particular behaviour. The particular behaviour to be tested in this experiment was student class attendance. The hypothesis was that the more positive the attitudinal variables were, the more likely the behaviour outcome would be. This was assumed to be reflected in the intentions of the participants. The question posed was, does attitude affect the intention for class attendance? The role of attitude with regard to behaviour has been a concern of psychology for a number of years. Azjen and Fishbein’s theory of reasoned action was first introduced as a model reflecting the relationship between attitude and behaviour (1975). This took into account two variables, called the subjective norm and the attitude. These were seen as indicators of intention from which behaviour could be measured as an outcome. This concept was later revised to incorporate a third variable as yet another indicator of intention. This variable was called the perceived behavioural control. With these three variables informing the intention from which behaviours are an outcome, the theory of planned behaviour was born (Azjen, 1988, 1991). It is from this model that an attitudinal questionnaire was constructed to answer the question that this experiment posed. Method This experiment was designed to quantitatively test the intention of class attendance from a random sample of student participants. The intention of the participant’s behaviour was to be measured against the attitudes that the students had towards class attendance. In accordance to Azjen’s theory of planned behaviour, a questionnaire was drawn up to test the attitudinal beliefs towards class attendance and to compare the findings to their intention to attend. The questionnaire was broken down into two sections. The first section asked four questions regarding the participant’s intention towards attending class. This was to be answered by the participants on a scale ranging from one, most negative, to seven, most positive (Likert, 1932). The second section asked three sets of attitudinal questions. These were also to be answered on a Likert scale of one to seven. The questions used were based upon the three attitudinal variables inherent to the theory of action; a ttitude, subjective norms and perceived behavioural control. These questions were divided into the three relevant groups. Each group of questions was then alternated between two types of sub question. In the attitude group these questions were alternated between outcome beliefs and outcome evaluations. In the subjective norm group these were alternated between normative beliefs and motivation to comply. In the perceived behavioural control group these were alternated between perceived capability and perceived controllability. The answers from the attitudinal questions were then to be correlated with the results of the intention questions. This was believed to give quantitative insight into the question posed from the outset of this experiment. Questionnaire This questionnaire has been designed to find out the relationship between attitude and intention and its relationship to class attendance. As a participant, you will be one 50 students chosen at random to complete this questionnaire. All that is asked of you is to complete this questionnaire honestly so that we can gather the data required to facilitate our findings. You do not need to disclose your name or details. Your cooperation with this questionnaire is greatly appreciated and we would be happy to answer any further questions after completion. Section 1. Please answer these questions on your intention to attend class on a scale of one to seven. 1. Do you intend to attend class over the coming semester? Not at all _ _ _ _ _ _ _ Entirely 2. Do you wish to fully attend class over the coming semester? No, I do not wish to attend class at all _ _ _ _ _ _ _ Yes, I fully intend to 3. Please state how much you intend to be in class over the next semester (remember: a judge on the scale of 1 to 7, where 1 is not at all and 7 is fully) Not at all _ _ _ _ _ _ _ Fully 4. Over the next semester do you hope to attend class in full? Not all _ _ _ _ _ _ _ Fully Section 2. Please answer the following questions regarding your attitude to attending class on a scale of one to seven. 1. For me to attend class is: Bad _ _ _ _ _ _ _ Good Unimportant _ _ _ _ _ _ _ Beneficial Boring _ _ _ _ _ _ _ Enjoyable Worthless _ _ _ _ _ _ _ Valuable Unpleasant _ _ _ _ _ _ _ Pleasant Unnecessary _ _ _ _ _ _ _ Advantageous Insignificant _ _ _ _ _ _ _ Essential Painstaking _ _ _ _ _ _ _ Rewarding [measurement of attitude alternation of outcome beliefs followed by outcome evaluation] 2. Most people I know think that I * attend class. * Should not _ _ _ _ _ _ _ Should 3. It is expected of me to attend class. False _ _ _ _ _ _ _ True 4. My peers think that I * attend class. * Should not _ _ _ _ _ _ _ Should 5. My peers expect it of me to attend class. False _ _ _ _ _ _ _ True 6. My tutors think that I * attend class * Should not _ _ _ _ _ _ _ Should 7. My tutors expect it of me to attend class. False _ _ _ _ _ _ _ True 8. People that I respect think that I * attend class. * Should not _ _ _ _ _ _ _ Should 9. People that I respect expect it of me to attend class False _ _ _ _ _ _ _ True 10. The University thinks that I * attend class Should not _ _ _ _ _ _ _ Should 11. The University expects it of me to attend class. False _ _ _ _ _ _ _ _ True [measurement of subjective norms alternation of normative belief followed by motivation to comply] 12. For me to attend class over a semester would be Impossible _ _ _ _ _ _ _ possible 13. How much control do you believe that you have over your attendance of class? None _ _ _ _ _ _ _ Total 14. If I cared to I could attend class over a semester False _ _ _ _ _ _ _ True 15. It is up to me as to whether I attend class or not. How true is this statement? False _ _ _ _ _ _ _ True 16. The next semester can easily be attended by me. False _ _ _ _ _ _ _ True 17. Is it for you to determine whether you attend class or not? No, not at all _ _ _ _ _ _ _ Yes, entirely my choice 18. I could attend class over the next semester False _ _ _ _ _ _ _ True 19. Is it within your power to attend class? No, it is out of my reach _ _ _ _ _ _ _ Yes [measurement of perceived behavioural control alternation of capability followed by controllability] Bibliography Azjen., I. (1988) Attitudes, Personality and Behaviour, Milton Keynes: Open University Press. Azjen, I. (1991) Theory of Planned Behaviour: Organisational Behaviour and Human Decision Processes. Fishbein, M. Azjen, I. (1975) Belief, Attitude, Intention and Behaviour. Reading, MA: Addison-Wesley. Likert, R. (1932) A technique for the measurement of attitudes. Archives of Psychology. 1