Theory of Reasoned Action (TRA)
The second aspect of the theoretical framework is the utilisation of a well validated and relevant cognitive behavioural theory to place the research on a sound footing. In addressing the problem of students not choosing science, previous research in education has focused on the motivation behind a student’s choice and why decisions have been made (see for example: Ainley & Ainley, 2011; Barmby, Kind, & Jones 2008; Hassan, 2008; Kidman, 2009, Lyons & Quinn, 2010). The research has analysed attitudes to science and how these are influenced by such things as past experiences in science, the way the subject is taught and who has provided guidance to students (Lyons & Quinn 2010, Ainley
& Nicholas 2008, Goodrum, Druhan & Abbs 2012).
Within the education field, the effort to explain motivation has been based on a range of theories including goal theory, control-value theory and expectancy-value theory (Ainley & Ainley 2011, Wigfield & Eccles, 2000, Hassan 2008, Lyons & Quinn 2010). The last of these theories, expectancy-value, is well developed and incorporates elements of other popular theories such as goal theory and is the most popular psychological model that seeks to explain the choice of science by students (Kessels & Taconis 2012).
Expectancy-value theory is extensive and is frequently used in the field of science education. However this theory is focussed on explaining behaviour whereas the marketing focus of this study calls for a model directed at predicting behaviour.
Of the models available, the theory of reasoned action(TRA) has been chosen as a well validated model for this study. Research in the education field has contributed to understanding the motivators for making choices however marketing based research deals with not
only understanding why choices are made but the step of intention becoming action. This last step of converting decisions into an a manifestation of a target behaviour is where TRA provided by Fishbein and Ajzen allows an additional level of analysis over that provided by expectancy-value and other theories (Ajzen,1991, 2008; Fishbeing & Ajzen 2010).
& Nicholas 2008, Goodrum, Druhan & Abbs 2012).
Within the education field, the effort to explain motivation has been based on a range of theories including goal theory, control-value theory and expectancy-value theory (Ainley & Ainley 2011, Wigfield & Eccles, 2000, Hassan 2008, Lyons & Quinn 2010). The last of these theories, expectancy-value, is well developed and incorporates elements of other popular theories such as goal theory and is the most popular psychological model that seeks to explain the choice of science by students (Kessels & Taconis 2012).
Expectancy-value theory is extensive and is frequently used in the field of science education. However this theory is focussed on explaining behaviour whereas the marketing focus of this study calls for a model directed at predicting behaviour.
Of the models available, the theory of reasoned action(TRA) has been chosen as a well validated model for this study. Research in the education field has contributed to understanding the motivators for making choices however marketing based research deals with not
only understanding why choices are made but the step of intention becoming action. This last step of converting decisions into an a manifestation of a target behaviour is where TRA provided by Fishbein and Ajzen allows an additional level of analysis over that provided by expectancy-value and other theories (Ajzen,1991, 2008; Fishbeing & Ajzen 2010).
TRA
This diagram shows the TRA. The TRA is a simplified form of the theory of planned behavior (TPB). The difference between the two theories is that the TPB includes the additional determinant of intention of ‘perceived behavioral control’ which is based on an individual’s control beliefs. The TRA assumes that people have control over the behaviour of interest in which case ‘perceived behavioral control’ becomes irrelevant (Armitage & Conner, 2001). The model shows the proximal antecedents to the intention to behave are attitudes towards the behaviour and subjective norms. The attitudes toward the behaviour are based on behavioural beliefs regarding the outcome and how that outcome is evaluated. Subjective norms toward the behaviour are based on the normative beliefs relating to what others think and what experts might think. To learn more about TPB and TRA, please see Icek Azjen's homepage. TRA is valuable in helping to understanding why people engage in an activity by looking at the factors immediately prior to the decision being made. For the proposed study the questions that are asked regarding subject choice should be made as close as possible before and after the decision being made.
The theory of reasoned action has been developed for over 45 years from the theories of reasoned action, expectancy-value and a range of other motivational theories (Fishbein & Ajzen 2010). It is based on the concept that most behaviours of social relevance are under direct control by the individual and therefore the best predictor of behaviour is the person’s behavioural intention (Sutton, 1998; Fishbein & Ajzen 2010). The role of expectancy-value model in TRA is to link relationships with motivation and behaviour and to justify linkages between social pressures and behavioural control to behaviour (Ajzen, n.d.). The theory relies on other theories of motivation to result in a comprehensive descriptive model which argues that an individual’s beliefs about how well they will do on an activity and how much they value that activity explains their choices of, persistence at, and performance of those activities (Eccles, 2009; Wigfield, 1994; Wigfield & Eccles, 2000). Expectancy-value theory, a common theory used in education, was originally developed by Fishbein, one of the authors of TRA and published in 1963 to be further developed by other researchers and is incorporated into TRA (Eccles & Wigfield 2002; Eccles 2009; Fishbein & Ajzen 2010; Wigfield 1994;Wigfield 2000).
Several other social-cognitive theories are also used in education and marketing include self-efficacy theory, attribution theory, control-value theory and achievement goal theory (Ainley & Ainley, 2011; Bandura, 1993; Urden & Maehr, 1995; Weiner, 1985, 2000). TRA attempts to incorporate these theories into a unified theory to define intent and subsequent behaviour. |
Below are the other theories which were considered in designing this study.
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In summary, there are numerous theories of behaviour which could be employed to inform this study however the theory of reasoned action provides a well validated framework which has the potential to provide insights as to the formation of intent with respect to science subject choice.
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