Goal importance within planned behaviour theory as 'the' predictor of study behaviour in college

British Journal of Educational Psychology

Volumn 71, Issue 4, 2001, Pages 595-618

  Sideridis, Georgios D ^a,b   Kaissidis Rodafinos, Aggelos ^a  

^a City Liberal Studies   (Greece)

^b NONE   (Greece)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; FEMALE; GREECE; HUMAN; LEARNING; MALE; MIDDLE AGED; MOTIVATION; PSYCHOLOGICAL ASPECT; PSYCHOLOGICAL MODEL; QUESTIONNAIRE; SOCIAL CONTROL; STUDENT; UNIVERSITY;

ADOLESCENT; ADULT; FEMALE; GOALS; GREECE; HUMANS; LEARNING; MALE; MIDDLE AGED; MODELS, PSYCHOLOGICAL; MOTIVATION; QUESTIONNAIRES; SOCIAL CONTROL, INFORMAL; STUDENTS; UNIVERSITIES;

EID: 0035753151     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709901158695     Document Type: Article

References (74)

1. Ajzen, I. (1988), Attitudes, personality, and behaviour. Milton Keynes: Open University Press.
2. Ajzen, I., & Fishbein, M. (1977). Attitude-behaviour relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84, 888-918,
3. Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs. NJ: Prentice-Hall.
4. Ajzen, I., & Madden, T. J. (1986), Prediction of goal-directed behaviour. Attitudes, intentions, and perceived behavioural control. Journal of Experimental Social Psychology, 22, 453-474.
5. Atkinson, J. (1964), An introduction to motivation. New York: VNR.
6. Bandura, A. (1977), Self efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
7. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107. 238-246,
8. Bentler, P. M. (1998), EQS Structural Equations Program manual. Los Angeles, CA: BMDP Statistical Software Inc.
9. Boldero, J. (1995). The prediction of household recycling of newspapers: The role of attitudes, intentions, and situational factors. Journal of Applied Social Psychology, 25, 440-462,
10. Bollen, K., & Lennox, R. (1991). Conventional wisdom on measurement: A structural equation perspective. Psychological Bulletin, 110, 305-314,
11. Bollen, K. A., & Long, J. S. (1994). Testing structural equation models. Newbury Park, CA: Sage.
12. Budd, R. J., North, D., & Spencer, C. P. (1984). Understanding seat-belt use: A test of Bentler and Speckhart's extension of the 'theory of reasoned action'. European Journal of Social Psychology, 14, 69-78.
13. Byrne, B. M. (1994), Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications, and programming. Thousand Oaks, CA: Sage.
14. Clarry, L., & Burns, P. (1991), Intentions and behaviour in studying for an examination: The role of trait procrastination and its interaction with optimism. Journal of Social Behaviour and Personality, 6, 605-617.
15. Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement, Journal of Educational Psychology, 90, 70-83.
16. Cronbach, L. J. (1951), Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
17. Dachler, H. P., & Mobley, W. H. (1973), Construct validation of an instrumentality-expectancy- task-goal model of work motivation. Journal of Applied Psychology, 58, 397-418.
18. Davidson, A. R. (1995). From attitudes to actions to attitude change: The effects of amount and accuracy of information. In R. E. Petty & J. A. Kronsnick (Eds.), Attitude strength: Antecedents and consequences (pp. 315-336). Mahwah, NJ: Lawrence Erlbaum.
19. Doll, J., & Ajzen, I. (1992). Accessibility and stability of predictors in the theory of planned behaviour. Journal of Personality and Social Psychology, 63, 754-765.
20. Duncan, T. E., & Stoolmiller, M. (1993). Modeling social and psychological determinants of exercise behaviours via structural equation systems. Research Quarterly for Exercise and Sport, 64, 1-16.
21. Eiser, J. R. (1986). Social psychology, Cambridge; University Press.
22. Elliot, A. J., McGregor, H. A., & Gable, S. (1999), Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
23. Elliot, A. J., Faler, J., McGregor, H. A., Campbell, W. K., Sedikides, C. & Harackiewicz, J. M. (2000). Competence valuation as a strategic intrinsic motivation process. Personality and Social Psychology Bulletin, 26, 780-794.
24. Elliott, R., Jobber, D., & Sharp, J. (1995). Using the theory of reasoned action to understand organizational behaviour; The role of belief salience. British Journal of Social Psychology. 34, 161-172.
25. Parley, J. U., Lehmann, D. R., & Ryan, M. J. (1981). Generalizing from 'imperfect' replication. Journal of Business, 54, 597-610.
26. Garrett, P., Ferron, J., Ng'andy, N., Bryant, D., & Harbin, G. (1994). A structural model for the developmental status of young children. Journal of Marriage and the Family, 56, 147-163.
27. Gibbons, F. X., Gerrard, M., Blanton, H., & Russell, D. (1998), Reasoned action and social reaction: Willingness and intention as independent predictors of health risk. Journal of Personality and Social Psychology, 74, 1164-1180.
28. Giles, M., & Cairns, E. (1995). Blood donation and Ajzen's theory of planned behaviour: An examination of perceived behavioural control. British Journal of Social Psychology, 34, 173-188.
29. Godin, G. (1993). The theories of reasoned action and planned behaviour; Overview of findings. emerging research problems, and usefulness for exercise promotion. Journal of Applied Sport Psychology, 5, 141-157.
30. Godin, G. (1994). Theories of reasoned action and planned behaviour: Usefulness for exercise promotion. Medicine and Science in Sports and Exercise, 26, 1391-1394.
31. Greenockle, K. M., Lee, A. A., & Lomax, R. (1990). The relationship between selected student characteristics and activity patterns in a required high school physical education class. Research Quarterly for Exercise and Sport, 61, 59-69.
32. Greenwood. C. R., Delquadri, J. C., & Hall, V. R. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371-383.
33. Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915.
34. Harackiewicz. J. M., Barren, K. E., Elliot, A. J., Tauer, J. M., & Carter, S. M. (2000), Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316-330.
35. Hays, R. D., Marshall, G. N., Wang, E. Y., & Sherbourne, C. D. (1994). Four-year cross-lagged associations between physical and mental health in the medical outcomes study. Journal of Consulting and Clinical Psychology, 62, 441-449.
36. Hinsz, V., & Nelson, L. C. (1990). Testing models of turnover intentions with university faculty. Journal of Applied Social Psychology, 20, 68-84,
37. Hollenbeck. J. R., & Williams, C. R. (1987). Goal importance, self-focus and the goal-setting process. Journal of Applied Psychology, 72, 204-211.
38. Hoyle, R. H., & Smith, G. T. (1994), Formulating clinical research hypotheses as structural equation models: A conceptual overview. Journal of Consulting and Clinical Psychology, 62, 429-440.
39. Huba, G. J., & Harlow, L. L. (1987). Robust structural equation models: Implications for developmental psychology, Child Development, 58, 147-166.
40. Hull. C. L. (1931). Goal attraction and directing ideas conceived as habit phenomena. Psychological Review, 37, 241-256.
41. Jöreskog, K. G., & Sörbom, D. (1981), LISREL V. Mooresville, IN: Scientific Software.
42. Kimiecik, J. (1992). Predicting vigorous physical activity of corporate employees: Comparing the theories of reasoned action and planned behaviour. Journal of Sport and Exercise Psychology, 14, 192-206.
43. Laflin, M., Moore-Hirschl, S., Weis, D., & Hayes, B. E. (1994), Use of the theory of reasoned action to predict drug and alcohol use. International Journal of the Addictions, 29, 927-940.
44. Loehlin, J. C. (1998), Latent variable models: An introduction to factor, path, and structural analysis (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
45. MacCallum, R. C., & Browne, M. W. (1993), The use of causal indicators in covariance structure models: Some practical issues, Psychological Bulletin, 114, 533-541.
46. MacCallum, R. C., Roznowski, M., & Necowitz, L. B. (1992), Model modifications in covariance structure analysis: The problem of capitalization on chance. Psychological Bulletin, 111, 490504.
47. Marsh, H., W. (1993). Relations between global and specific domains of self: The importance of individual importance, certainty, and ideals. Journal of Personality and Social Psychology, 65, 975-992.
48. McCaul, K. D., O'Neil, K., & Glasgow, R. E. (1988), Predicting the performance of dental hygiene behaviours: An examination of the Fishbein and Ajzen model and self-efficacy expectations. Journal of Applied Social Psychology, 18, 114-128.
49. McClelland, D. C., Atkinson, J., Clark, R. W., & Lowell, E. L. (1953), The achievement motive. New York: Appleton-Century-Crofts.
50. Meece, J. L., & Holt, K. (1993), A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590.
51. Miniard, P. W., & Cohen, J. B. (1981). An examination of the Fishbein-Ajzen behavioural-intention model's concepts and measures. Journal of Experimental Social Psychology, 17, 303-309.
52. Morgan, M., & Grube, J. (1994), Lifestyle changes: A social psychological perspective with reference to cigarette smoking among adolescents, Special Issue: Heart disease: The psychological challenge. Irish Journal of Psychology, 15, 179-190.
53. Morrison, D., Gillmore, M., & Baker, S. (1995). Determinants of condom use among high-risk heterosexual adults: A test of the theory of reasoned action. Journal of Applied Psychology. 25, 651-676.
54. Olson, J. M., & Zanna, M. P. (1993). Attitudes and attitude change. Annual Review of Psychology, 44, 117-154.
55. Pederson, C. (1993), Promoting nursing students' positive attitudes toward providing care for suicidal patients. Issues in Mental Health Nursing, 14, 67-84.
56. Petty, R. E., & Krosnick, J .A. (1995). Attitude strength: Antecedents and consequences. Mahwah. NJ: Lawrence Erlbaum.
57. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
58. Powers, W. T. (1978), Quantitative analysis of purposive systems: Some spadework at the foundations of scientific psychology. Psychological Review, 85, 417-435.
59. Sheppard, B. H., Hartwick, J., & Warshaw, P. R. (1998). The theory of reasoned action: A meta-analysis of past research with recommendations for modifications and future research. Journal of Consumer Research, 16, 155-176.
60. Sideridis, G. D. (1997), A review of CWPT's effectiveness on academic achievement, socialization, and inclusion of children with disabilities in general education settings. Journal of Liberal Arts, 2, 1-18.
61. Sideridis, G. D. (1999a). On establishing non-significance. Dyslexia, 5, 47-52.
62. Sideridis, G. D. (1999b), An examination of the biasing properties of Cronbach coefficient alpha under conditions of varying data distribution shape: A Monte Carlo simulation. Psychological Reports, 89, 889-902.
63. Sideridis, G. D. (in press). The causal role of goal importance for the explanation of student study behaviour: Cross-validation with multiple samples. Educational Psychology.
64. Sideridis, G. D., & Kaissidis-Rodafinos, A. (1998). Decomposition of the theories of reasoned action, planned behaviour, and goal importance for the explanation of study behaviour in college. Journal of Liberal Arts, 4, 89-128.
65. Sideridis, G. D., & Padeliadu, S. (in press). The motivational determinants of elementary school students at risk of having reading difficulties: An application of planned behavior theory with goal importance, Remedial and Special Education.
66. Sideridis, G. D., Kaissidis-Rodafinos, A., & Padeliadu, S. (1998), Comparison of the theories of reasoned action and planned behaviour. British Journal of Educational Psychology, 68, 563580.
67. Sideridis, G. D., Utley, C., Greenwood, C. R., Dawson, H., & Delquadri, J. (1998). An intervention strategy to enhance spelling performance, social interactions and decrease inappropriate behaviors of students with mild disabilities and typical peers in an inclusive instructional setting. Research in Education, 59, 169-186.
68. Sideridis, G. D., Utley, C., Greenwood, C. R., Dawson, H., Delquadri, J., & Palmer, P. (1997). Classwide peer tutoring and its effects on the spelling performance and social interactions of students with mild disabilities in an integrated setting. Journal of Behavioural Education, 7,435- 462.
69. Sivacek, J., & Crano, W. D. (1982). Vested interest as a moderator of attitude-behaviour consistency. Journal of Personality and Social Psychology, 43, 210-221.
70. Smith. A. R., & Biddle, S. J. H. (1999). Attitudes and exercise adherence: Test of the theories of reasoned action and planned behaviour. Journal of Sports Sciences, 17, 269-281
71. Tanaka, J. S. (1987). 'How big is big enough?': Sample size and goodness of fit in structural equation models with latent variables. Child Development, 58, 134-146.
72. Tubbs. M. E., Boehne, D. M., & Paese, P. W. (1991). An empirical comparison of several commonly used measures of valence. Journal of Psychology, 125, 707-721.
73. Vallrand, R. J., Deshaies. P., Cuerrier, J. P., Pelletier, L. G., & Mongeau, C. (1992). Ajzen and Fishbein's theory of reasoned action as applied to moral behaviour: A confirmatory analysis. Journal of Personality and Social Psychology, 62, 98-109.
74. Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432.