Fishbein and Ajzen's Theory of Reasoned Action: Accurate Prediction of Behavioral Intentions for Enrolling in Distance Education Courses

Abstract

This study tested how well Fishbein and Ajzen's theory of reasoned action predicted respiratory care practitioners' participation intentions for completing a baccalaureate degree through distance education. The significant predictor variables, attitude and subjective social norm, yielded R² = .46 which was validated through a within-study replication. The predictor variables, subjective personal norm and perceived behavioral control, did not achieve significance. Tests of the model's explanatory role showed moderate to high correlations between attitude and beliefs (r = .50) and subjective social norm and beliefs (r = .70). This study further supports the use of the theory of reasoned action for predicting participation intentions within continuing professional education (CPE). It also demonstrated that significant predictor variables might vary according to the specific population and context under study. This paper concludes with recommendations for research needed to refine the use of the theory of reasoned action within CPE.

Get full access to this article

View all access options for this article.

References

Ajzen, I. , & Fishbein, M. (1969). The prediction of behavioral intentions in a choice situation. Journal of Experimental and Social Psychology, 5, 400-416.

Ajzen, I. , & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliff, NJ: Prentice Hall.

Ajzen, I. , & Madden, T. J. (1986). Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control. Journal of Experimental Social Psychology, 22, 453-474.

Aslanian, C. , & and Brickell, H. (1980). Americans in transition: Life changes as reasons for adult learning. New York: College Entrance Examination Board.

Bagozzi, R. P. , & Burnkrant, R. E. (1979). Attitude organization and the attitude-behavior relationship. Journal of Personality and Social Psychology, 37, 913-929.

Becker, E. A. (1995). Test of Fishbein and Ajzen's theory of reasoned action with respiratory care practitioners' intentions to complete their baccalaureate degree through distance education (Doctoral dissertation, University of Wisconsin, 1995/1996). Dissertation Abstracts International, 56, A2523.

Boshier, R. , & Collins, J. (1985). The Houle typology after twenty-two years: A large scale empirical test. Adult Education Quarterly, 35, 113-130.

Boshier, R. (1973). Educational participation and dropout: A theoretical model. Adult Education, 20, 255-282.

Clayton, D. E. & Smith, M. M. (1987). Motivational typology of re-entry women. Adult Education Quarterly, 37, 90-104.

10.

Cookson, P. S. (1986). A framework for theory and research on adult education participation. Adult Education Quarterly, 36, 130-141.

11.

Cookson, P. S. (1983). Determinants of adult educational participation. Proceedings of the Twenty-Fourth Annual Adult Education Research Conference (pp. 69-74). Montreal, Canada.

12.

Courtney, S. (1992). Why adults learn: Towards a theory of participation in adult education. New York: Routledge.

13.

Cross, K. P. (1981). Adults as learners. San Francisco: Jossey-Bass.

14.

Darkenwald, G. G. , & Merriam, S. B. (1982). Adult education. New York: Harper & Row.

15.

Fishbein, M. , & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.

16.

Gatsonis, C. , & Sampson, A. R. (1989). Multiple correlation: Exact power and sample size calculations. Psychological Bulletin, 106, 516-524.

17.

Grotelueschen, A. D. , & Caulley, D. N. (1977). A model for studying determinants of intention. Adult Education, 28, 22-37.

18.

Havighurst, R. (1963). Changing status and roles during the adult life cycle: Significance for adult education. In H. W. Burns (Ed.). Sociological backgrounds of adult education. Center for the Study of Liberal Education for Adults, no. 41. Chicago.

19.

Houle, C. (1961). The inquiring mind. Madison: University of Wisconsin Press.

20.

Knox, A. , & Videbeck, R. (1963). Adult education and adult life cycle. Adult Education, 12, 238-242.

21.

Osgood, C. E. , Suci, G. J. , & Tannenbaum, P. H. (1957). The measurement of meaning. Urbana, IL: University of Illinois Press.

22.

Pryor, B. W. (1990). Predicting and explaining intentions to participate in continuing education: An application of the theory of reasoned action. Adult Education Quarterly, 40, 146-157.

23.

Ray, R. O. (1981). Examining motivation to participate in continuing education: An investigation of recreation professionals. Journal of Leisure Research, 1, 66-75.

24.

Rubenson, K. (1978). Participation in recurrent education: Problems relating to the undereducated and underprivileged. In C. Stalford (Ed.), Adult learning needs and the demand for lifelong learning. National Institute for Education, Washington, DC.

25.

Sheffield, S. (1963). The orientations of adult continuing learners. Unpublished doctoral dissertation, University of Chicago.

26.

Triandis, H. C. (1980). Values, attitudes, and interpersonal behavior. Nebraska Symposium on Motivational Behavior, 1979, 27, 195-259.

27.

Wicker, A. W. (1969). Attitudes versus actions: The relationship of verbal and overt behavioral responses to attitude objects. Journal of Social Issues, 25(4), 41-78.

28.

Yang, B. , Blunt, A. , & Butler, R. S. (1994). Prediction of participation in continuing professional education: A test of two behavioral intention models. Adult Education Quarterly, 44, 83-96.