The theory of planned behavior and healthy eating.

Application of the theory of planned behavior (TPB) to healthy eating in 144 health promotion clinic attendees is reported. Respondents completed self-report TPB measures after the clinic (Time 1) and 6 months later (Time 2) with a measure of perceived past behavior. Intention stability was assessed on Time 1-2 differences. Six years later (Time 3), respondents completed measures of healthy eating intentions and behavior. Intentions were predicted by attitudes, perceived behavioral control, and perceived past behavior (cross-sectionally). Healthy eating behavior (Time 3) was predicted from intentions (Time 2). As intention stability increased, intentions and perceived past behavior became stronger and weaker predictors of behavior, respectively. Implications for understanding health cognitions in long-term performance of health behavior are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tests of the mediational role of preparatory safer sexual behavior in the context of the theory of planned behavior.

The present research details 2 empirical tests within the context of the theory of planned behavior (I. Ajzen & T. Madden, 1986) of the assumption that preparatory behaviors (e.g., discussing safer sex, obtaining condoms) play a mediational role in the relation between psychological variables (e.g., attitudes toward safer sex, social norms about safer sex) and condom use. The assumption of the mediational role of preparatory behaviors is examined in sexually experienced samples from 2 different populations: inner-city high school students (N=226) and college students (N=160). The results suggest that the mediational role of preparatory behaviors is a highly significant one. Results indicate no gender differences with regard to the main mediational hypotheses. The methodological, theoretical, and practical implications and importance of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using the theory of planned behavior to predict gambling behavior.

Gambling is an important public health concern. To better understand gambling behavior, we conducted a classroom-based survey that assessed the role of the theory of planned behavior (TPB; i.e., intentions, subjective norms, perceived behavioral control, and attitudes) in past-year gambling and gambling frequency among college students. Results from this research support the utility of the TPB to explain gambling behavior in this population. Specifically, in TPB models to predict gambling behavior, friend and family subjective norms and perceived behavioral control predicted past-year gambling, and friend and family subjective norms, attitudes, and perceived behavioral control predicted gambling frequency. Intention to gamble mediated these relationships. These findings suggest that college-based responsible gambling efforts should consider targeting misperceptions of approval regarding gambling behavior (i.e., subjective norms), personal approval of gambling behavior (i.e., attitudes), and perceived behavioral control to better manage gambling behavior in various situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The theory of planned behavior as a model of heavy episodic drinking among college students.

This study provided a simultaneous confirmatory test of the theory of planned behavior (TPB) in predicting heavy episodic drinking (HED) among college students. It was hypothesized that past HED, drinking attitudes, subjective norms, and drinking refusal self-efficacy would predict intention, which would, in turn, predict future HED. Participants consisted of 131 college drinkers (63% women) who reported having engaged in HED in the previous 2 weeks. Participants were recruited and completed questionnaires within the context of a larger intervention study (see Collins & Carey, 2005). Latent factor structural equation modeling was used to test the ability of the TPB to predict HED. Chi-square tests and fit indices indicated good fit for the final structural models. Self-efficacy and attitudes but not subjective norms significantly predicted baseline intention, and intention and past HED predicted future HED. Contrary to hypotheses, however, a structural model excluding past HED provided a better fit than a model including it. Although further studies must be conducted before a definitive conclusion is reached, a TPB model excluding past behavior, which is arguably more parsimonious and theory driven, may predict HED among college drinkers better than a model including past behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of intention to use condoms among university women: An application and extension of the theory of planned behavior.

The purpose of the study was to identify the variables that best predict whether or not young women intend to use condoms during their sexual encounters with new partners. 187 heterosexually experienced undergraduate women (mean age 20.9 yrs) completed a questionnaire battery including variables to assess all components of the Theory of Planned Behaviour (T0PB). The TOPB was a useful model for predicting intention to use condoms with a new partner. Prediction was improved beyond the TOPB by including specific beliefs (condom use demonstrates responsible sexual activity, condom use does not destroy trust), group norms, and birth control use (mediated by attitudes toward condoms). The practical implications for AIDS prevention programs designed to promote condom use among women are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mathematics attitudes and mathematics outcomes of U.S. and Belarusian middle school students.

Two multivariate studies examined the applicability of the theory of planned behavior in gauging students' attitudes toward mathematics, as well as the predictive power of mathematics attitudes in explaining students' grades in mathematics. Middle-school students from the United States (N = 382) and Belarus (N = 339) participated. Confirmatory factor analysis supported the viability of the theory for both samples. The analyses revealed that between 25% and 32% of the variance in mathematics grades could be explained by the theory of planned behavior components. In fact, 17% of the variation in test grades could be explained by the theory of planned behavior over and above the effects of mathematics ability test scores. Mean score differences between countries were small (ds = .15 to .27), with Belarusian students scoring more highly on attitudes and control but less highly on subjective norms and intentions. The article concludes with discussion of potential interventions and the need to expand results to different age groups and achievement domains, as well as the need for longitudinal and cross-cultural research. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

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. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A connectionist implementation of the theory of planned behavior: Association of beliefs with exercise intention.

The theory of planned behavior suggests attitudes are a product of salient beliefs. This study examined whether aggregating salient beliefs was plausible within a more biologically centered information-processing environment. A neural network was used to examine associations among beliefs relating to exercise intention. Data on intentions and behavioral, normative, and control beliefs from 114 respondents were used to train (by error backpropagation) a neural network to associate beliefs with intention. The R2 between the network's estimated and self-reported intention was .66. The network's representation comprised 6 belief profiles associated with high, moderate, or low behavioral intention. The neural network accommodated complex relationships among beliefs and belief-intention associations and indicated how high-level constructs such as attitudes may be viewed as the best fit (compromise state) between aroused beliefs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting walking intentions and exercise in individuals with intermittent claudication: An application of the theory of planned behavior.

Objective: To identify determinants of intention and walking activity among individuals with intermittent claudication using the theory of planned behavior. Study Design and Participants: Prospective, correlational study of men and women (n = 62) with intermittent claudication. Method: Baseline questionnaire assessing theory of planned behavior measures regarding walking. Telephone follow-up assessing frequency and duration of walking during the previous week. Results: Attitudes, subjective norms, and perceived behavioral control explained 67% of the variance in intentions. Perceived behavioral control explained 8% of the variance in walking activity. Conclusion: Findings support the theory of planned behavior for predicting intentions and warrant future examination of perceived behavioral control as a determinant of exercise. A basis for developing interventions to facilitate walking among this population is provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental attachment, self-esteem, and antisocial behaviors among African American, European American, and Mexican American adolescents.

This study examined the relation of mother and father attachment to self-esteem and self-reported involvement in antisocial behaviors among African American (n=488), European American (n=661), and Mexican American (n=434) high school students. The attachment dimensions of anxiety and avoidance were examined using self-report scales that were developed and validated with participants in the study. Findings indicated that adolescents from the 3 ethnic/racial groups did not differ greatly in their reported attachment to father and mother. Consistent with theoretical formulations, securely attached adolescents from the 3 ethnic groups had a more positive sense of self-esteem and reported less involvement in antisocial behaviors than their less securely attached peers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student engagement in high school classrooms from the perspective of flow theory.

We present a conceptualization of student engagement based on the culmination of concentration, interest, and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the U.S., we investigated how adolescents spent their time in high school and the conditions under which they reported being engaged. Participants experienced increased engagement when the perceived challenge of the task and their own skills were high and in balance, the instruction was relevant, and the learning environment was under their control. Participants were also more engaged in individual and group work versus listening to lectures, watching videos, or taking exams. Suggestions to increase engagement, such as focusing on learning activities that support students' autonomy and provide an appropriate level of challenge for students' skills, conclude the article. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Attitudes of white and Negro high school students in a west Texas town toward school integration.

"1. Authoritarian attitudes… were not indicative of negative attitudes toward integration. 2. Negro students… show highly authoritarian attitudes as well as strong positive attitudes toward all areas of school integration. 3. White students in the segregated school systems studied show high authoritarianism though less than Negro students. 4. White students show a number of positive attitude responses toward many aspects of school integration, thus easing the expressed fear of widespread interracial conflicts in integrated schools in this area, though problems may arise in situations necessitating close personal-social contact." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mexican American middle school students' goal intentions in mathematics and science: A test of social cognitive career theory.

This study examined whether sociocontextual and sociocognitive variables explained the math/science goals of 409 Mexican American youth using a modified version of R. W. Lent, S. D. Brown, and G. Hackett's (1994) social cognitive career theory. Results from structural equation modeling indicated that the hypothesized model explained a significant amount of variance in math/science goals for both Mexican American girls and boys. Findings suggested that gender did not moderate relations among the variables in the hypothesized model. Results also suggested that most of the social cognitive career theory propositions tested were supported. Specifically, social class predicted math/science past performance accomplishments. Math/science past performance accomplishments and perceived parent support predicted math/science self-efficacy. Furthermore, math/science self-efficacy predicted math/science outcome expectations, and together with math/science interests, these sociocognitive variables predicted math/science interests and goals. Contrary to expectations, generation status, Anglo orientation, and Mexican orientation did not predict math/science past performance accomplishments, and past performance accomplishments did not predict math/science outcome expectations. Furthermore, Anglo orientation and perceived social support from parents, teachers, classmates, and a close friend did not predict math/science goals. Suggestions for future research and implications of the results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Difficult yet rewarding": The experiences of African American graduate students in education at an Ivy League institution.

This paper focuses on the experiences of African American students enrolled in a graduate program at an Ivy League institution, specifically those pursuing master's and doctoral degrees in the field of education. With a goal of helping to improve the persistence, retention, and success rates of African American graduate students, this study seeks to understand the following questions: What has been the nature of the graduate school experience for African American students in the field of education at an Ivy League institution? What types of support do African American students have for succeeding in graduate school at an Ivy League institution? And finally, how are African American graduate students socialized for future faculty and professional roles at an Ivy League institution? Specifically, the authors use socialization theory to analyze the experiences of African American graduate students and draw their results from a qualitative survey. Overall, themes regarding the significance of mentoring and advising, peer support, academic isolation, financial stress, and spirituality were most prevalent in the survey results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The attitudes of West Texas College students toward school integration.

Attitudes were assessed by means of the California F Scale and Integration Attitude scale in an attempt to determine the relation of school integration attitudes, authoritarianism, and school classification. "… it may be concluded that there is a generally positive attitude toward integration… thus easing the widely expressed fear… when integration comes." Discrepancy was obtained between student and parental attitudes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determinants of exercise intention and behavior during and after phase 2 cardiac rehabilitation: An application of the theory of planned behavior.

Objective: To evaluate the theory of planned behavior (TPB) as a framework for understanding exercise motivation during and after Phase 2 cardiac rehabilitation (CR). Design and Participants: Patients (57 men and 24 women) completed a TPB questionnaire that included attitudes, subjective norms, perceived behavioral control, and exercise intentions pre- and post-Phase 2 CR. Results: During Phase 2 CR, regression analyses indicated that attitude, subjective norm, and perceived behavioral control (PBC) explained 38% of the variance in exercise intention while intention explained 23% of the variance in exercise adherence. At postrehabilitation follow-up, attitudes, subjective norm, and PBC explained 51 % of the variance in exercise intention while intention explained 23% of the variance in exercise adherence. Conclusion: The TPB is a useful framework for understanding exercise intentions and behavior both during and after Phase 2 CR. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relation of acculturation, problem-solving appraisal, and career decision-making self-efficacy to Mexican American high school students' educational goals.

This study examined the contributions of acculturation, problem-solving appraisal, and career decision-making self-efficacy on 105 Mexican American high school students' educational goals. A standard regression analysis indicated that Anglo-oriented acculturation and problem-solving appraisal accounted for significant variance in educational goals. Mexican-oriented acculturation and career decision-making self-efficacy did not contribute significant variance to students' educational goals. The regression model accounted for 19.5% of the variance in educational goals. Results of the structure coefficients for the predictor variables indicated that Anglo-oriented acculturation and career decision-making self-efficacy were the 2 most important predictors, followed by problem-solving appraisal and Mexican-oriented acculturation, respectively. Implications of the findings are discussed, and recommendations for interventions are provided for enhancing the educational and career development among Mexican American adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Deconstructing the monolith: Differences in attitudes about mammography among low-income African American women.

The purpose of this study was to explore how health beliefs may vary within a minority group. In this mixed-method study, 63 low-income African American women engaged in six focus groups discussing beliefs that inhibited or facilitated mammography. Differences in cognitive complexity, self-efficacy, and attributions of causality occurred across neighborhoods despite the geographic proximity and demographic similarity. The attitude change that occurred during the discussion suggested ways to construct effective health interventions. The data suggest (a) that women were similarly knowledgeable about mammography and cancer, (b) knowledge did not correspond with attitudes, (c) attitudes must be addressed before knowledge can be utilized, (d) attitudes are developed and maintained within neighborhood social networks and that stories maintain these attitudes, (e) increasing the discussion among peers should lead to greater attitude change and discussion leads to increased thought, and (f) motivation and follow through are connected to women’s roles within their communities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cultural validity of the Almost Perfect Scale--Revised for African American college students.

This study investigated the cross-cultural construct validity of perfectionism using the Almost Perfect Scale-Revised (APS-R; R. B. Slaney, M. Mobley, J. Trippi, J. S. Ashby, & D. G. Johnson, 1996) with 251 African American college students. A LISREL confirmatory factor analysis (CFA) offered support for the 3 subscales of the APS-R: High Standards, Order, and Discrepancy. Multigroup CFA results for a sample of 314 White college students supported factorial equivalence across the 2 cultural groups. Correlations between the subscales of the APS-R and measures of self-esteem, self-reported grade point average (GPA), satisfaction with GPA, trait anxiety, and depression were consistent with the results of previous research. A cluster analysis was performed on the APS-R; the cluster results were similar to those found in previous studies. Finally, the limitations of the present study and the implications for future research with African Americans are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The professional preparation of African American graduate students: A student perspective.

Even though growth relationships include traditional aspects of academic mentoring, without emphasizing personal development, professional growth is incomplete. Most African American faculty are overloaded with teaching, research, and advising responsibilities and, therefore, are unable to adequately mentor African American graduate students without jeopardizing their careers. Non-African Americans can provide adequate mentoring to African American students; however, because of the lack of a common cultural context, obstacles exist in cross-cultural mentoring relationships. By portraying the growth relationships established between an elder and 2 young professionals, this study illustrates how the involvement of non-academic affiliated African American professionals with African American graduate students is beneficial and indeed essential in the students' academic and personal development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)