The decision of African American students to complete high school: An application of the theory of planned behavior
The decision of African American students to complete high school: An application of the theory of planned behavior
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DOI：
10.1037//0022-0663.94.4.810
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发表时间：
2002-12-01
影响因子：
4.9
通讯作者：
Williams, T
中科院分区：
文献类型：
--
作者：
Davis, LE;Ajzen, I;Williams, T
一项纵向研究探索了非裔美国人的高中毕业率。年龄在14-17岁的男女高中生(N=166)在二年级早期完成了一份计划行为理论问卷(I.Ajzen，1991)。根据态度、主观规范和感知的行为控制，可以准确地预测完成这一年的意图(R=.71；p<；.01)。态度与对短期和长期后果的信念有关；主观规范反映了对家人、老师和朋友的感知期望；控制考虑包括必要的学术能力、与同龄人和老师的冲突以及分散注意力的生活条件。意图和(程度较小的)感知行为控制预测了毕业后近3年的时间(R=.50；p<；.01)。这些发现表明有机会进行早期干预。
A longitudinal study explored high school completion among African Americans. Male and female high school students aged 14 to 17 (N = 166) completed a theory of planned behavior (I. Ajzen, 1991) questionnaire early in their 2nd year. Intentions to complete the year were accurately predicted from attitudes, subjective norms, and perceived behavioral control (R = .71; p < .01). Attitudes were related to beliefs about short- and long-term consequences; subjective norms reflected perceived expectations of family, teachers, and friends; and control considerations included requisite academic abilities, conflict with peers and teachers, and distracting life conditions. Intentions and, to a lesser extent, perceived behavioral control, predicted graduation almost 3 years later (R = .50; p < .01). The findings indicate opportunities for early interventions.