6533b7cffe1ef96bd1258369
RESEARCH PRODUCT
The extended Theory of Planned Behaviour and college grades: the role of cognition and past behaviour in the prediction of students’ academic intentions and achievements
Rune HøigaardDavid Lansing CameronVelibor Bobo Kovacsubject
Goal orientationmedia_common.quotation_subject05 social sciencesTheory of planned behavior050301 education050109 social psychologyExperimental and Cognitive PsychologyContext (language use)CognitionAcademic achievementSelf-controlVariance (accounting)EducationDevelopmental psychologyEducational researchDevelopmental and Educational Psychology0501 psychology and cognitive sciencesPsychology0503 educationSocial psychologymedia_commondescription
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 ...
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2014-06-02 | Educational Psychology |