Theory of Planned Behavior: Sensitivity and Specificity in Predicting Graduation and Drop-Out among College and University Students?

Autor/inn/en	Fichten, Catherine S.; Amsel, Rhonda; Jorgensen, Mary; Nguyen, Mai Nhu; Budd, Jillian; King, Laura; Jorgensen, Shirley; Asuncion, Jennison
Titel	Theory of Planned Behavior: Sensitivity and Specificity in Predicting Graduation and Drop-Out among College and University Students?
Quelle	15 (2016) 7, S.38-52 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Prediction; Graduation; Dropouts; Behavior Theories; Longitudinal Studies; College Students; Disabilities; Two Year College Students; Questionnaires; Correlation; Multiple Regression Analysis; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Vorhersage; Abschluss; Graduierung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Collegestudent; Handicap; Behinderung; Fragebogen; Korrelation; Ausland; Kanada
Abstract	We examined sensitivity and specificity when using the three theory of planned behavior (TPB) scales (Perceived Behavioral Control, Subjective Norms, Attitude) to predict graduation and drop-out in a longitudinal study of 252 college and university students with disabilities and in a separate cross-sectional study of a random sample of 1380 junior/community college students. The results (a) show the utility of the TPB in predicting graduation, (b) underscore that when predicting outcome, graduation and drop-out are not polar opposites, and (c) highlight the need to consider sensitivity and specificity separately. We discuss the implications of using different scale cutoffs depending on the goal of testing as well as uses of the TPB scales in research and practice. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01