Predicting and Explaining Intentions to Participate in Continuing Education: An Application of the Theory of Reasoned Action

Abstract

This study tested the predictive and explanatory utility of the theory of reasoned action for research on participation in continuing education (CE). Data were collected from 110 subjects. They were analyzed by multiple regression of intention on the predictor variables of attitude and subjective norm and by correlation of direct measures of these predictors of intention with their theoretical determinants. The theory accounted for over 41% of the variance in intentions to participate, demonstrating its predictive utility. The theory explained intentions to participate as virtually controlled by attitude, and attitude as determined by strength of belief in five positively-evaluated, and one negatively-evaluated, outcomes of participating. These results provide support for the theory's utility for investigating CE participation.

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