Extending the theory of planned behavior as a model of cognitive and motivational influences on academic performance

Abstract

In the theory of planned behavior [1,2], which is a widely applied expectancy-value model of attitude-behavior relationship, the individual’s intention to perform a given behavior is central. Intentions are assumed to capture the motivational factors that influence behavior. Intentions are determined by attitude toward the behavior, subjective norm and perceived behavioral control. This paper examines some ways of expanding the model in the specific area of academic performance by the addition of other variables such as implemented intentions and action control. Some exploratory results from a field experiment are presented.

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