Individualized student support in primary school teaching: A review of influencing factors using the Theory of Planned Behavior (TPB)

Hannelore Knauder · Corinna Koschmieder

114 citations0/0 files storedTeaching and Teacher Education

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Teacher Education and Leadership Studies Behavioral and Psychological Studies Behavioral Health and Interventions

Abstract

According to the Theory of Planned Behavior (TPB; Ajzen, 1991), each behavior results from a behavioral intention, which in turn depends on attitudes, subjective norms and perceived behavioral control. In this study, the TPB was investigated with respect to individualized student support and teachers' intrinsic and extrinsic support intentions involving 488 primary school teachers. Employing individualized support interventions was predicted directly by self-efficacy beliefs and the intrinsic support intention as well as indirectly by teachers’ attitudes. More practically experienced teachers implement support measures more often, while multi-groupcomparisons regarding advanced training showed no differences in the tested model for the TPB.

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References

1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 1991The theory of planned behavior 2003Common method biases in behavioral research: A critical review of the literature and recommended remedies.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 2000Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

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