Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

Catherine S. Fichten, Tali Heiman, Mary Jorgensen, Mai Nhu Nguyen, Alice Havel, Laura King, Jillian Budd and Rhonda Amsel

International Journal of Higher Education, 2016, vol. 5, issue 1, 208

Abstract: We tested the ability of Ajzen’s Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability / attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model’s predictors (i.e., attitude, subjective norms, perceived behavioral control related to graduation) predicted between 32% and 59% of the variability in intention to graduate. Gender made a minor contribution to the prediction equation and age was unrelated. This suggests that our TPB measure, included in Table 1, is valid for diverse samples and countries. It can be used as a quick, inexpensive way to predict intention to graduate and, as shown by previous investigations, actual graduation rates. Thus, strengthening the three predictors may result in higher graduation rates.

Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:jfr:ijhe11:v:5:y:2016:i:1:p:208

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