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ERIC Number: ED350871
Record Type: Non-Journal
Publication Date: 1992-Mar
Pages: 25
Abstractor: N/A
Reference Count: N/A
An Application of the Theory of Reasoned Action for Relating Attitude, Social Support and Behavioral Intention in an EFL Setting.
Livesey, Daniel J.; And Others
A study investigated use of the Theory of Reasoned Action (TRA) for relating learner attitude toward engagement in English-as-a-Second-Language (ESL) learning behaviors, perceived social support for engagement in those behaviors, and behavioral intention. TRA proposes a sequence of dependencies underlying behavior. The model also relates attitude to its theoretical determinant (behavioral beliefs) and social support to its theoretical determinant (normative beliefs). The study, consisting of a pilot study and a larger investigation, examined whether learner attitude and social support would predict intention to engage in seven specific categories of language learning behavior in an ESL instructional setting in Guangzhou, China. Subjects in the main study were 91 secondary school students with an average age of 16 years. They responded to a questionnaire about personal background and language learning intentions, attitudes, and social support. Sample questionnaire items are appended. Motivational intensity was also assessed. Results indicate that attitude and social support were highly predictive of behavioral intention and were significantly related to their determinants. These results are seen as demonstrating the model's utility for relating affective variables in ESL. A brief bibliography is included. (MSE)
Daniel J. Livesey, School of Education, California Institute of Technology, 3801 West Temple Ave., Pomona, CA 91768 ($4.50, $40 for 10).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China