Browsing by Subject "theory of planned behavior"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Physical Activity Belief Scales for Diabetes Risk: Development and Psychometric Testing
    (2008-06) Blue, Carolyn L.; Marrero, David G.; Black, David R.
    This article describes the development and psychometric evaluation of behavioral belief, normative belief, and control belief scales, derived from the theory of planned behavior to predict physical activity intentions of persons at risk for diabetes. In Study 1, belief statements from interviews were categorized, ranked, and evaluated for item construction. Content validity was established by 96. 1 % agreement among a five-member expert panel. In Study 2, items developed from the belief statements were administered to 106 adults at risk for diabetes. Psychometric analyses provided evidence of construct validity and reliability of the three scales. Internal consistency was sufficient (α = .76-.95), and test-retest evaluations indicated scale stability (r = .79- .91). Factor analyses and confirmatory factor analysis using structural equation modeling provided evidence that the items were appropriately grouped under each construct. Researchers and practitioners can use these measures to assess behavioral, normative, and control beliefs about physical activity among persons at risk for diabetes.
  • Thumbnail Image
    Item
    Special Education Teachers’ Perceptions and Intentions Toward Data Collection
    (Sage, 2018-06) Ruble, Lisa A.; McGrew, John H.; Wong, Wing Hang; Missall, Kristen N.; Psychology, School of Science
    Although data-based decision making is an evidence-based practice, many special educators have difficulty applying the practice within daily routines. We applied the theory of planned behavior (TPB) to understand the influences that promote or hinder early childhood special educators’ intentions to collect data. We assessed three influences on behavioral intention to collect data derived from the TPB: (a) attitude toward collecting data, (b) social norms for collecting data, and (c) perceived behavioral control for collecting data. All three influences correlated positively with teachers’ reported intention to collect data; however, only perceived behavioral control of barriers correlated positively with actual data collection. Additional measures of teacher self-efficacy and administrative support correlated positively with intention to collect data, but not with actual data collection behaviors. Perceived behavior control accounted for the most variance in actual data collection behavior. Implications of the findings for data collection practices in educational settings are discussed.