1/2/2023 0 Comments Ringle wende becker smartpls 3![]() ![]() In addition to personal norms and self-efficacy beliefs, science content knowledge was also included in the TPB model regarding its significance on teacher' science teaching behaviour. Thus, in addition to what the others think, teachers’ own views were included by means of personal norms. In this study, personal norms were used to predict early childhood teachers’ science teaching intentions since teachers may think that their choices in the classroom would influence their students. In addition, some researchers discussed that the subjective norms were the weakest predictor of behavioural intention in both the theory of reasoned action and theory of planned behaviour (e.g Godin & Kok, 1996) therefore, researchers highlighted the need of more normative influences on behaviour (Conner & Armitage, 1998). In this study, self-efficacy was herewith assessed as a separate construct in order to emphasize the importance of self-efficacy beliefs on teachers' classroom actions. Dzewaltowski, Noble, & Shaw, 1990 Terry & O’Leary, 1995 White, Terry, & Hogg, 1994). self-efficacy beliefs, personal norms, and science content knowledge) which thought to be necessary in the context of science teaching were included in the TPB model of the present study.Īlthough Ajzen (1991) discussed that self-efficacy and perceived behavioural control are synonymous, many researchers stated that self-efficacy and perceived behavioural control are different in nature and so, should be evaluated separately (e.g. In guidance of that, additional predictor variables (i.e. Armitage & Conner, 1998 Rivis & Sheeran, 2003) provide theoretical and empirical evidence for additional variables such as past behaviour/habit, self-efficacy beliefs, moral or personal norms, self-identity, or affective beliefs in the TPB model. ![]() ![]() The TPB assumes that the best predictor or motivator of behaviour is behavioural intention, and behavioural intention is predicted by attitude toward the behaviour, social normative perceptions of performing that behaviour and perceived control over performing that behaviour (see Ajzen, 1991, 2002). In this paper, an extended version of the Theory of Planned Behaviour (TPB Ajzen, 1985) was presented as an explanatory model for early childhood teachers' science teaching intentions. ![]()
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