Abstract
We tested the ability of Ajzen’s Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability / attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model’s predictors (i.e., attitude, subjective norms, perceived behavioral control related to graduation) predicted between 32% and 59% of the variability in intention to graduate. Gender made a minor contribution to the prediction equation and age was unrelated. This suggests that our TPB measure, included in Table 1, is valid for diverse samples and countries. It can be used as a quick, inexpensive way to predict intention to graduate and, as shown by previous investigations, actual graduation rates. Thus, strengthening the three predictors may result in higher graduation rates.
Highlights
1.1 Why the Topic is ImportantGraduation from postsecondary education is important to all stakeholders, including students, colleges, universities, government, funders, parents, as well as society at large
Our goal was to explore the usefulness of the Theory of Planned Behavior model in predicting intention to graduate from postsecondary education in two countries: Canada and Israel
We evaluated the criterion variable, intention to graduate, among Canadian and Israeli male and female students with and without learning disability / attention deficit hyperactivity disorder (LD/ADHD) in a 3-way between groups analysis of variance comparison (ANOVA) (2 gender x 2 country x 2 disability), with age as a covariate
Summary
1.1 Why the Topic is ImportantGraduation from postsecondary education is important to all stakeholders, including students, colleges, universities, government, funders, parents, as well as society at large. In Israel, according to the OECD reports (2012, 2013) 46% of residents had tertiary education (including universities and colleges), and the drop-out rate has been estimated at 30% (personal communication, Dec. 1, 2015). What this means, in practical terms, is that thirty to fifty out of every 100 students currently enrolled will drop out – an outcome that is clearly undesirable. Varieties of administrative and academic accommodations were presented to these students in order to encourage them to return to their studies and complete their degrees
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