Posted: January 6th, 2025

Theory of Planned Behaviour Experiment Design

This experiment was designed to test the role of attitude in the outcome of a particular behaviour. The particular behaviour to be tested in this experiment was student class attendance. The hypothesis was that the more positive the attitudinal variables were, the more likely the behaviour outcome would be. This was assumed to be reflected in the intentions of the participants. The question posed was, does attitude affect the intention for class attendance?

The role of attitude with regard to behaviour has been a concern of psychology for a number of years. Azjen and Fishbein’s theory of reasoned action was first introduced as a model reflecting the relationship between attitude and behaviour (1975). This took into account two variables, called the subjective norm and the attitude. These were seen as indicators of intention from which behaviour could be measured as an outcome. This concept was later revised to incorporate a third variable as yet another indicator of intention. This variable was called the perceived behavioural control. With these three variables informing the intention from which behaviours are an outcome, the theory of planned behaviour was born (Azjen, 1988, 1991). It is from this model that an attitudinal questionnaire was constructed to answer the question that this experiment posed.

This experiment was designed to quantitatively test the intention of class attendance from a random sample of student participants. The intention of the participant’s behaviour was to be measured against the attitudes that the students had towards class attendance. In accordance to Azjen’s theory of planned behaviour, a questionnaire was drawn up to test the attitudinal beliefs towards class attendance and to compare the findings to their intention to attend. The questionnaire was broken down into two sections. The first section asked four questions regarding the participant’s intention towards attending class. This was to be answered by the participants on a scale ranging from one, most negative, to seven, most positive (Likert, 1932). The second section asked three sets of attitudinal questions. These were also to be answered on a Likert scale of one to seven. The questions used were based upon the three attitudinal variables inherent to the theory of action; attitude, subjective norms and perceived behavioural control. These questions were divided into the three relevant groups. Each group of questions was then alternated between two types of sub question. In the attitude group these questions were alternated between outcome beliefs and outcome evaluations. In the subjective norm group these were alternated between normative beliefs and motivation to comply. In the perceived behavioural control group these were alternated between perceived capability and perceived controllability. The answers from the attitudinal questions were then to be correlated with the results of the intention questions. This was believed to give quantitative insight into the question posed from the outset of this experiment.

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This questionnaire has been designed to find out the relationship between attitude and intention and its relationship to class attendance. As a participant, you will be one 50 students chosen at random to complete this questionnaire. All that is asked of you is to complete this questionnaire honestly so that we can gather the data required to facilitate our findings. You do not need to disclose your name or details. Your cooperation with this questionnaire is greatly appreciated and we would be happy to answer any further questions after completion.

1. Do you intend to attend class over the coming semester?

2. Do you wish to fully attend class over the coming semester?

3. Please state how much you intend to be in class over the next semester (remember: a judge on the scale of 1 to 7, where 1 is not at all and 7 is fully)

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4. Over the next semester do you hope to attend class in full?

1. For me to attend class is:

2. Most people I know think that I * attend class.

3. It is expected of me to attend class.

4. My peers think that I * attend class.

5. My peers expect it of me to attend class.

6. My tutors think that I * attend class

7. My tutors expect it of me to attend class.

8. People that I respect think that I * attend class.

9. People that I respect expect it of me to attend class

10. The University thinks that I * attend class

11. The University expects it of me to attend class.

12. For me to attend class over a semester would be

13. How much control do you believe that you have over your attendance of class?

14. If I cared to I could attend class over a semester

15. It is up to me as to whether I attend class or not. How true is this statement?

16. The next semester can easily be attended by me.

17. Is it for you to determine whether you attend class or not?

18. I could attend class over the next semester

19. Is it within your power to attend class?

Azjen., I. (1988) Attitudes, Personality and Behaviour, Milton Keynes: Open University Press.

Azjen, I. (1991) Theory of Planned Behaviour: Organisational Behaviour and Human Decision Processes.

Fishbein, M. & Azjen, I. (1975) Belief, Attitude, Intention and Behaviour. Reading, MA: Addison-Wesley.

Likert, R. (1932) A technique for the measurement of attitudes. Archives of Psychology.

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