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201910 計畫行為理論Theory of Planned Behavior (一 (簡介 (對行為的態度，主觀規範和對行為控制的感知導致形成行為…
201910 計畫行為理論Theory of Planned Behavior
一
簡介
對行為的態度，主觀規範和對行為控制的感知導致形成行為意圖
attitude toward the behavior, subjective norm, and perception of behavioral control lead to the formation of a behavioral intention.
態度和主觀規範越好，並且人們對行為的控制越強，則執行該行為的意願就越強。
the more favorable the attitude and subjective norm, and the greater the perceived behavioral control, the stronger should be the person’s intention to perform the behavior in question.
只要對行為有足夠的實際控制力，人們就會在機會出現時實現自己的意圖
given a sufficient degree of actual control over the behavior, people are expected to carry out their intentions when the opportunity arises
由於許多行為帶來可能限制意志控制的執行困難，因此除了意圖之外，考慮感知的行為控制也很有用。
because many behaviors pose difficulties of execution that may limit volitional control, it is useful to consider perceived behavioral control in addition to intention.
二
模型
Attitudes
態度
與對短期和長期後果的信念有關
were related to beliefs about short- and long-term consequences
對行為的好壞評估
a favorable or unfavorable evaluation of the behavior
subjective norms
主觀規範
反映了家人，老師和朋友的預期期望
reflected perceived expectations of family, teachers, and friends
感知到的執行或不執行行為的社會壓力 perceived social pressure to perform or not perform the behavior
規範性信念是指對重要的推薦對像個人或群體（如學生的家人，朋友和老師）的行為期望
Normative beliefs refer to the perceived behavioral expectations of such important referent individuals or groups as the student’s family, friends, and teachers.
perceived behavioral control /control considerations
感知的行為控制/控制方面的考慮
包括必要的學術能力，與同伴和老師的衝突以及分散生活條件的因素
included requisite academic abilities, conflict with peers and teachers, and distracting life conditions
與行為有關的自我效能 self-efficacy in relation to the behavior
控制信念與可以促進或阻礙行為表現的因素的感知存在有關。
control beliefs have to do with the perceived presence of factors that can facilitate or impede performance of a behavior.
others
personal beliefs
perceived social expectations
self-efficacy
三
方法
留在學校的意圖與感知到的行為控制一起，可以預測學生從高中畢業的可能性
留校的意圖則取決於對留校的態度，對留校的社會壓力（主觀規範）以及對這種行為的控制感。
這些規範性信念與學生遵守不同對象的動機相結合，決定了關於學校結業的主要主觀規範。These normative beliefs—in combination with the student’s motivation to comply with the different referents— determine the prevailing subjective norm regarding school completion.
可以預測的目標行為是完成第二學年
問卷包含旨在評估計劃行為理論的主要構成的項目，以及涉及一般和種族自尊，學術自我效能，鄰里生活條件和課餘活動等問題The
questionnaire contained items designed to assess the major constructs in the theory of planned behavior as well as several sections dealing with such issues as general and racial self-esteem, academic self-efficacy, neighborhood living conditions, and after-school activities.
O
摘要
四
結果
五
結論、討論
在關注這些主觀心理決定因素時，該理論並未否認客觀環境因素的重要性，這些客觀環境因素可能給學生造成負擔，例如家庭衝突，貧困或健康狀況不佳。
In focusing on these subjective psychological determinants, the theory does not deny the importance of objective environmental factors that may place a burden on students, such as family conflicts, poverty, or poor health.
應用
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