Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

Autor/inn/en	Fichten, Catherine S.; Heiman, Tali; Jorgensen, Mary; Nguyen, Mai Nhu; Havel, Alice; King, Laura; Budd, Jillian; Amsel, Rhonda
Titel	Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder
Quelle	In: International Journal of Higher Education, 5 (2016) 1, S.208-219 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Behavior Theories; Learning Disabilities; Attention Deficit Hyperactivity Disorder; College Students; Predictor Variables; Intention; Graduation; Gender Differences; Age Differences; Student Attitudes; Readiness; Postsecondary Education; Two Year Colleges; Questionnaires; Social Attitudes; Statistical Analysis; Likert Scales; Canada; Israel + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Collegestudent; Prädiktor; Abschluss; Graduierung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Schülerverhalten; Post-secondary education; Tertiäre Bildung; Fragebogen; Social attidude; Soziale Einstellung; Statistische Analyse; Likert-Skala; Kanada
Abstract	We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability/attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms, perceived behavioral control related to graduation) predicted between 32% and 59% of the variability in intention to graduate. Gender made a minor contribution to the prediction equation and age was unrelated. This suggests that our TPB measure, included in Table 1, is valid for diverse samples and countries. It can be used as a quick, inexpensive way to predict intention to graduate and, as shown by previous investigations, actual graduation rates. Thus, strengthening the three predictors may result in higher graduation rates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01