Functional significance of psychological variables that are included in the Theory of Planned Behaviour: a Self-Determination Theory approach to the study of attitudes, subjective norms, perceptions of control and intentions

Understanding Academic Persistence through the Theory of Planned Behavior

“…In short, our results showed that the control a person has on the decision to continue or stop his or her studies depends in part on the perceived pressure related to the expectations of important others. These results are in accordance with the conclusions of Chatzisarantis and Biddle (1998) who maintain that social norms tap into the controlling dimension of personal relationships. They showed that subjective norms predicted intention only when behavioral regulation was controlling.…”

The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model.

“…The motivational sequence modeled by the trans-contextual model is responsible for the translation of autonomy support in physical education into motives, intentions, and action in a leisure-time physical activity context and supports the multitheory approach adopted by the present study. The approach corroborates and extends hypotheses relating to self-determination theory (Deci & Ryan, 1985), research on perceived autonomy support (Williams, Rodin, Ryan, Grolnick, & Deci, 1998), the hierarchical model suggested by Vallerand (1997, 2000, 2002), the theory of planned behavior (Ajzen, 1985, 1991), and meta-theoretical approaches augmenting the theory of planned behavior with self-determination theory (Chatzisarantis & Biddle, 1998; Chatzisarantis et al, 1997, 2002; Hagger et al, 2002b). The first step in the proposed sequence begins with the significant relations between perceived autonomy support and an internal perceived locus of causality in a physical education context.…”

“…Attitudes and perceived behavioral control have a strong influence on behavior, but only through the mediation of intentions, as originally proposed by Ajzen (1985). Finally, the mediation of the influence of the intrinsic perceived locus of causality in a leisure-time context on intentions by attitudes and perceived behavioral control support the findings of researchers that have used self-determination theory to explain the structural integrity of the enactment of intentions in the theory of planned behavior (Chatzisarantis & Biddle, 1998;Chatzisarantis et al, 1997;Hagger et al, 2002a). Thus, the significant total effect of intrinsic motivation in a physical education context on physical activity intentions can only be explained by the trans-contextual processes through the perceived locus of causality in a leisure-time context and the theory of planned behavior.…”

“…These motivational processes were not tapped by the perceived locus of causality and constitute an inherent limitation of the trans-contextual model, which future research may wish to address. However, it is important to stress that processes related to competence may be accounted for by the theory of planned behavior in the perceived behavioral control construct (Chatzisarantis & Biddle, 1998). Therefore, it is also important to highlight the need for discriminant validity of measures of attitudes, perceived behavioral control, and competence before any modification of the trans-contextual model is attempted.…”

What motivates the significant/strategic change champion(s)?

“…Chatzisarantis and Biddle (1998) provide some insight upon which to evaluate motivators of behavior. Their review of the theory of reasoned action, theory of planned behavior, and the self‐determination theory, provide a framework for evaluating extrinsic versus intrinsic motivators.…”