Predicting and understanding Korean high school students' science‐track choice: Testing the theory of reasoned action by structural equation modeling

Jeon‐Ok Myeong · Frank E. Crawley

37 citations0/0 files storedJournal of Research in Science Teaching

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Career Development and Diversity Higher Education Research Studies Education, Achievement, and Giftedness

Abstract

Abstract The theory of reasoned action (Ajzen & Fishbein, 1980; Fishbein & Ajzen, 1975) was used to predict and understand Korean high school students' track choice for college entrance. First‐year high school students (N = 665) from four representative regions of Korea participated in the study. The survey instruments were questionnaires developed according to the guidelines of the TRA. The target behavior of interest in this study was Korean students' choice of the science track when they completed the track application forms during the first year of high school. Predictors included TRA model and external variables. Multiple regression and the structural equation modeling with LISREL (Jöreskog & Sörbom, 1986) were used to analyze the data. The TRA was found to be applicable for understanding and predicting track choice, with minor modifications. Subjective norm was found to exert a direct influence on personal beliefs and the target behavior.

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References

1975Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research 1980Understanding Attitudes and Predicting Social Behavior 1985From Intentions to Actions: A Theory of Planned Behavior 1965Educational Research: An Introduction 1986Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control 1987Latent variable models: An introduction to factor, path, and structural analysis 1980Multivariate Analysis with Latent Variables: Causal Modeling 1980Emotional Conservatism: The Basis of Social Behavior?

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1998Science Teacher Beliefs and Intentions to Implement Science-Technology-Society (STS) in the Classroom 1994Attitude research in science education: Contemporary models and methods 1998Science Teacher Beliefs and Intentions Regarding the Use of Cooperative Learning 1997Applying structural equation modeling in the context of the theory of reasoned action: Some problems and solutions 2019Gender differences in attitude towards science: methodology for prioritising contributing factors

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