title: Predicting behavioral intentions: an assessment of Fishbein’s model

authors: Flay, Brian Richard

abstract: An empirical assessment is reported of Fishbein’s model (Fishbein, 1967c; Fishbein & Ajzen, 1975) for predicting behavioral intentions (I) from attitudes toward the behavior (Aв) and the subjective (social) norms (SN) perceived to govern that behavior:

I = Aв (W₁) + SN (W₂)

where W₁ and W₂ are empirically determined weights (usually standardised multiple regression coefficients). 

The model was tested by measuring behavioral intentions, the components of the model, and other related variables, for two different issues. The first issue was the (future) learning of statistics by introductory psychology students, some of whom were already learning statistics and some of whom were not. Measures were taken on three different occasions, that is, under three different conditions for the learning group: i) immediately prior to the commencement of their statistics course; ii) at the end of the final statistics lecture but prior to examination; and iii) after the examination results were known. For the second issue, a representative sample of the general population who lived close to a proposed nuclear power station site indicated their support or opposition to the introduction of nuclear power into New Zealand and their intentions to engage in behavior in support of their views.

It was hypothesised that: i) the various components of attitude discussed by Fishbein -- attitudes toward the object, attitudes toward the behavior, subjective (social) norms, the motivation to comply with these norms, and personal normative beliefs -- should be conceptually and factorially independent from one another; ii) the weight assigned to the components of the model should be different for different groups of people and for different conditions of measurement; iii) other two-components (one attitudinal and one normative) models would sometimes give better prediction of behavioral intentions than Fishbein’s model; and iv) the model would not always be sufficient to explain behavioral intentions, that is, variables external to the model would sometimes have a significant influence on behavioral intentions over and above that made by the components of the model. Generally, these hypotheses were supported, with the results for hypotheses iii) and iv) indicating that Fishbein’s model was not adequate and needs to be further reconsidered and developed. 

It was also found that: a) personal normative beliefs, which had been dropped from the model by Fishbein and his associates, was often a critical variable for predicting behavioral intentions and was not “simply an alternative measure of behavioral intentions”; b) the motivation to comply was an alternative measure of subjective norms and did not improve the prediction of behavioral intentions; c) other variables which improved prediction of behavioral intentions beyond that achieved by Fishbein’s model were mostly ego-involvement, arousal, or self-relevance type variables, which suggests that the role of this type of variable in influencing behavioral intentions needs to be studied further; and d) the causal links within a model can be different for different groups of people or different conditions, and adding variables to a model may change the relationships between variables and so change the whole model. It was concluded that much more work needs to be done in the attitude-behavior domain in the search for a parsimonious, but nevertheless more complex, model for predicting behavioral intentions and ultimately overt behavior.

text: Predicting behavioral intentions: an assessment of Fishbein’s model An empirical assessment is reported of Fishbein’s model (Fishbein, 1967c; Fishbein & Ajzen, 1975) for predicting behavioral intentions (I) from attitudes toward the behavior (Aв) and the subjective (social) norms (SN) perceived to govern that behavior:

I = Aв (W₁) + SN (W₂)

where W₁ and W₂ are empirically determined weights (usually standardised multiple regression coefficients). 

The model was tested by measuring behavioral intentions, the components of the model, and other related variables, for two different issues. The first issue was the (future) learning of statistics by introductory psychology students, some of whom were already learning statistics and some of whom were not. Measures were taken on three different occasions, that is, under three different conditions for the learning group: i) immediately prior to the commencement of their statistics course; ii) at the end of the final statistics lecture but prior to examination; and iii) after the examination results were known. For the second issue, a representative sample of the general population who lived close to a proposed nuclear power station site indicated their support or opposition to the introduction of nuclear power into New Zealand and their intentions to engage in behavior in support of their views.

It was hypothesised that: i) the various components of attitude discussed by Fishbein -- attitudes toward the object, attitudes toward the behavior, subjective (social) norms, the motivation to comply with these norms, and personal normative beliefs -- should be conceptually and factorially independent from one another; ii) the weight assigned to the components of the model should be different for different groups of people and for different conditions of measurement; iii) other two-components (one attitudinal and one normative) models would sometimes give better prediction of behavioral intentions than Fishbein’s model; and iv) the model would not always be sufficient to explain behavioral intentions, that is, variables external to the model would sometimes have a significant influence on behavioral intentions over and above that made by the components of the model. Generally, these hypotheses were supported, with the results for hypotheses iii) and iv) indicating that Fishbein’s model was not adequate and needs to be further reconsidered and developed. 

It was also found that: a) personal normative beliefs, which had been dropped from the model by Fishbein and his associates, was often a critical variable for predicting behavioral intentions and was not “simply an alternative measure of behavioral intentions”; b) the motivation to comply was an alternative measure of subjective norms and did not improve the prediction of behavioral intentions; c) other variables which improved prediction of behavioral intentions beyond that achieved by Fishbein’s model were mostly ego-involvement, arousal, or self-relevance type variables, which suggests that the role of this type of variable in influencing behavioral intentions needs to be studied further; and d) the causal links within a model can be different for different groups of people or different conditions, and adding variables to a model may change the relationships between variables and so change the whole model. It was concluded that much more work needs to be done in the attitude-behavior domain in the search for a parsimonious, but nevertheless more complex, model for predicting behavioral intentions and ultimately overt behavior.

year: 1976

title: The effectiveness of Problem-Based Learning (PBL) online on students’ creative and critical thinking in physics at tertiary level in Malaysia

authors: Sulaiman, Fauziah

subjects: Problem-Based Learning

abstract: The purpose of this study was to investigate whether student performance in creative thinking could be enhanced through Problem Based Learning delivered online (referred to as PBL online) and critical thinking. Students’ perceptions and adoptions of PBL learning and online learning also were studied. The PBL online model was adopted from the McMaster’s Model, and comprised three major steps: (i) problem posing; (ii) information searching; and (iii) discussion and application of knowledge in solving problems. PBL is operationally defined here as an instructional strategy which focuses on problem solving. Students are faced with real issues which they have to solve through information searching and group discussion online. In this study, students were given physics problems to solve as part of their Modern Physics course. The phases involved were (i) overview of the topic of the lesson; (ii) problem encounter; (iii) problem definition; (iv) exploration; (v) solution; and (vi) reflection. All of these phases were done through the University’s Learning Management System (LMS), which thus acts as the online delivery tool. This study employed a quasi-experimental design based on mixed between-within-subjects repeated measures. The independent variable was the instruction method, either PBL online (experimental) or Traditional method online (control), and the dependent variables were performance in creative and critical thinking. The Torrance Test of Creative Thinking (TTCT) and the Watson Glaser Critical Thinking (WGCT) were used to measure the respective dependent variables. In the TTCT, there are four criteria used to evaluate creative thinking: (i) fluency; (ii) flexibility; (iii) originality; and (v) elaboration. For the critical thinking, five criteria were used: (i) making an inference; (ii) making an assumption; (iii) deduction; (iv) making an interpretation; and also (v) evaluation argument. Additionally, students’ perceptions and adoptions of PBL, as well as online learning, were captured through this study. A total of 102 students from the School of Science and Technology (SST) and the School of Education and Social Development were the subjects of the study. The SST students were science physics students (N = 61), and the SESD students were pre-service science teachers (N = 41). Results of the Mann-Whitney U test and also Independent Sample t-Test showed that there was significant difference in creative thinking in overall for both SST and SESD cohorts in favour of the PBL group. In addition, when the analysis was focussed on the two cohorts (i.e., SST and SESD), there were statistically significant differences observed for flexibility, originality and elaboration also in favour of the PBL group. However, results from the same analyses showed there was, in general, no significance difference for critical thinking for both cohorts. Further analysis identified statistically significant differences for making an inference (in favour of the PBL group) and assumption (in favour of the Traditional group). For the SST students, there were statistically significant differences in making an inference and evaluation argument criteria, in favour of the PBL group. Nevertheless, there were statistically significant differences for assumption, in favour of the Traditional group. No statistically significant differences were noted in any criterion for the SESD group. Students’ perceptions of PBL and willingness to adopt it were positive, even though they reported feeling confused at the beginning of the learning process. PBL was also reported as taking more time and requiring more effort. Nevertheless, students reported managing to build their capacity for self-directed learning and improving soft skills (i.e., communication, managing their learning timetable, finding relevant and valuable knowledge online, etc.). In the case of online learning, the students felt that they had learned how to get much more information online, and how to critique such information. Students’ readiness to use online learning was encouraging, and it provided at least basic experience on courses delivered through online learning. However, the Internet access needs to be adequate to ensure that online learning operates satisfactorily. Important findings were derived from this study. First, the results from this study suggest that PBL online enhances of Malaysian tertiary students’ creative thinking for both science physics students and pre-service science teachers. Second, PBL online also is capable of having a positive impact on students’ critical thinking for certain criteria, but this would be fostered by a whole programme approach rather than delivery via a single course. Third, students’ acceptance and perceptions of PBL and online learning were positive and encouraging, this despite encountering some issues technical during the intervention.

text: The effectiveness of Problem-Based Learning (PBL) online on students’ creative and critical thinking in physics at tertiary level in Malaysia The purpose of this study was to investigate whether student performance in creative thinking could be enhanced through Problem Based Learning delivered online (referred to as PBL online) and critical thinking. Students’ perceptions and adoptions of PBL learning and online learning also were studied. The PBL online model was adopted from the McMaster’s Model, and comprised three major steps: (i) problem posing; (ii) information searching; and (iii) discussion and application of knowledge in solving problems. PBL is operationally defined here as an instructional strategy which focuses on problem solving. Students are faced with real issues which they have to solve through information searching and group discussion online. In this study, students were given physics problems to solve as part of their Modern Physics course. The phases involved were (i) overview of the topic of the lesson; (ii) problem encounter; (iii) problem definition; (iv) exploration; (v) solution; and (vi) reflection. All of these phases were done through the University’s Learning Management System (LMS), which thus acts as the online delivery tool. This study employed a quasi-experimental design based on mixed between-within-subjects repeated measures. The independent variable was the instruction method, either PBL online (experimental) or Traditional method online (control), and the dependent variables were performance in creative and critical thinking. The Torrance Test of Creative Thinking (TTCT) and the Watson Glaser Critical Thinking (WGCT) were used to measure the respective dependent variables. In the TTCT, there are four criteria used to evaluate creative thinking: (i) fluency; (ii) flexibility; (iii) originality; and (v) elaboration. For the critical thinking, five criteria were used: (i) making an inference; (ii) making an assumption; (iii) deduction; (iv) making an interpretation; and also (v) evaluation argument. Additionally, students’ perceptions and adoptions of PBL, as well as online learning, were captured through this study. A total of 102 students from the School of Science and Technology (SST) and the School of Education and Social Development were the subjects of the study. The SST students were science physics students (N = 61), and the SESD students were pre-service science teachers (N = 41). Results of the Mann-Whitney U test and also Independent Sample t-Test showed that there was significant difference in creative thinking in overall for both SST and SESD cohorts in favour of the PBL group. In addition, when the analysis was focussed on the two cohorts (i.e., SST and SESD), there were statistically significant differences observed for flexibility, originality and elaboration also in favour of the PBL group. However, results from the same analyses showed there was, in general, no significance difference for critical thinking for both cohorts. Further analysis identified statistically significant differences for making an inference (in favour of the PBL group) and assumption (in favour of the Traditional group). For the SST students, there were statistically significant differences in making an inference and evaluation argument criteria, in favour of the PBL group. Nevertheless, there were statistically significant differences for assumption, in favour of the Traditional group. No statistically significant differences were noted in any criterion for the SESD group. Students’ perceptions of PBL and willingness to adopt it were positive, even though they reported feeling confused at the beginning of the learning process. PBL was also reported as taking more time and requiring more effort. Nevertheless, students reported managing to build their capacity for self-directed learning and improving soft skills (i.e., communication, managing their learning timetable, finding relevant and valuable knowledge online, etc.). In the case of online learning, the students felt that they had learned how to get much more information online, and how to critique such information. Students’ readiness to use online learning was encouraging, and it provided at least basic experience on courses delivered through online learning. However, the Internet access needs to be adequate to ensure that online learning operates satisfactorily. Important findings were derived from this study. First, the results from this study suggest that PBL online enhances of Malaysian tertiary students’ creative thinking for both science physics students and pre-service science teachers. Second, PBL online also is capable of having a positive impact on students’ critical thinking for certain criteria, but this would be fostered by a whole programme approach rather than delivery via a single course. Third, students’ acceptance and perceptions of PBL and online learning were positive and encouraging, this despite encountering some issues technical during the intervention.

year: 2011

title: Historical translocations by Maori may explain the distribution and genetic structure of a threatened surf clam in Aotearoa (New Zealand)

authors: Ross, Philip M.

subjects: Science & Technology

abstract: The population genetic structure of toheroa (Paphies ventricosa), an Aotearoa (New Zealand) endemic surf clam, was assessed to determine levels of inter-population connectivity and test hypotheses regarding life history, habitat distribution and connectivity in coastal vs. estuarine taxa. Ninety-eight toheroa from populations across the length of New Zealand were sequenced for the mitochondrial cytochrome c oxidase I gene with analyses suggesting a population genetic structure unique among New Zealand marine invertebrates. Toheroa genetic diversity was high in Te Ika-a Māui (the North Island of New Zealand) but completely lacking in the south of Te Waipounamu (the South Island), an indication of recent isolation. Changes in habitat availability, long distance dispersal events or translocation of toheroa to southern New Zealand by Māori could explain the observed geographic distribution of toheroa and their genetic diversity. Given that early-Māori and their ancestors, were adept at food cultivation and relocation, the toheroa translocation hypothesis is plausible and may explain the disjointed modern distribution of this species. Translocation would also explain the limited success in restoring what may in some cases be ecologically isolated populations located outside their natural distributions and preferred niches.

text: Historical translocations by Maori may explain the distribution and genetic structure of a threatened surf clam in Aotearoa (New Zealand) The population genetic structure of toheroa (Paphies ventricosa), an Aotearoa (New Zealand) endemic surf clam, was assessed to determine levels of inter-population connectivity and test hypotheses regarding life history, habitat distribution and connectivity in coastal vs. estuarine taxa. Ninety-eight toheroa from populations across the length of New Zealand were sequenced for the mitochondrial cytochrome c oxidase I gene with analyses suggesting a population genetic structure unique among New Zealand marine invertebrates. Toheroa genetic diversity was high in Te Ika-a Māui (the North Island of New Zealand) but completely lacking in the south of Te Waipounamu (the South Island), an indication of recent isolation. Changes in habitat availability, long distance dispersal events or translocation of toheroa to southern New Zealand by Māori could explain the observed geographic distribution of toheroa and their genetic diversity. Given that early-Māori and their ancestors, were adept at food cultivation and relocation, the toheroa translocation hypothesis is plausible and may explain the disjointed modern distribution of this species. Translocation would also explain the limited success in restoring what may in some cases be ecologically isolated populations located outside their natural distributions and preferred niches.

year: 2018