Validating the Theory of Planned Behavior in Translation Education: A Higher-Order Construct Model Approach

Abstract

Translation education is crucial for global communication, yet it lacks research focus. This study validates the four psychological constructs of Ajzen's Theory of Planned Behavior (TPB) in translation education using Reflective-Reflective Higher-Order Construct (R-R HOC) model. A new 11-item TPB questionnaire was designed to fit translation education programs (3 item measure intention, 3 items measure attitude towards behavior (AB), 3 items measure subjective norm (SN), and 2 items measure perceived behavioral control (PBC), in addition to an open-ended question. 45 undergraduate and graduate translation students responded to the questionnaire in several Saudi universities. The results were analyzed quantitatively and qualitatively. The results of R-R HOC model show validation of the TPB questionnaire items in translation education programs; and the usefulness of following new statistical procedures to analyze the TPB. Analysis of the differences between TPB four constructs and participants' genders and level of education show no significant results. The qualitative analysis of the open-ended question through thematic analysis reveals a strong desire for translation students to prioritize practical training, specialized translation tracks, and technological integration, alongside a call for modernizing curriculum and teaching methods. The findings demonstrate the importance of understanding the participants' intention, AB, SN, and PBC in translation education program. The results also show the usefulness of using social psychology theories in translation education programs and the use of advanced statistical procedures such as R-R HOC to validate theoretical frameworks. The findings also suggest that in homogeneous samples such as Saudi context; there is no big variance in participants beliefs in terms of genders and level of education. Policymakers and educators should consider the students' social psychology views when designing curriculum and educational researchers should borrow a theory from other discipline and use more advanced statistical procedures to analyze the closed-ended questionnaire items.