Search

Non-interventionist objective divine action (NIODA) theories proposed by eminent scholars are often misconstrued as the causal joint theory. This misunderstanding is derived from the absence of a d...

The goal state of the robot motion involved in an action is determined by the action model based on the effect of the action and the scene state. This study focuses on serving food as a robot actio...

This study attempts to understand online retail format choice behavior of Indians through cultural dimension of individualism-collectivism. Extended reasoned action model of Fishbein and Aj...

This article builds a new theoretical framework to understand the role of threats in terrorism. Interviews of IRA members give rise to a speech/kinetic action model of terrorism, in which threats a...

This study attempts to understand the dynamics of the rapidly growing Chinese film industry by relying on a revised reason action model that uses a data-mining approach with aggregated data to examine the determinants of people’s intentions to see movies. The results show that attitude towards seeing movies indicated by online film ratings, collective norms represented by box-office performance and Academy Award win(s) significantly predict intentions to see movies. In addition, a movie’s year of release, star power, country of origin, adaptation from a novel and status as a sequel were significant predictors of aggregated intentions.

Australian governments have sought to invest in irrigation infrastructure to improve the efficiency of water delivery to rural properties and improve water supply and on-farm efficiency. A programme of rationalising irrigation infrastructure has attracted criticism and doubts about its likely success. Attitude theory in the form of the Reasoned Action Model was applied to understand the intentions of landowners to connect to a ‘modernised’ irrigation system. Attitudes towards connecting to the system, social norms and perceptions of control over the behaviour provided an explanation of intentions to connect. Actual financial capability and other variables were important in discriminating a group of landowners who had already connected to the modernised system from farmers who had not.

Purpose. The aim of this study was to investigate musculoskeletal symptoms and working conditions of university workers with and without contact with an Erggi action model. Methods. A quasi-experimental and longitudinal field study design examined effects of the Erggi action model with 3 types of questionnaires filled by 1000 university workers. The statistical analyses used logistic regression. Results. Subjects who had contact with the Erggi action model had a higher probability of weekly musculoskeletal symptoms impairing their work, perceived more possibilities to influence their musculoskeletal symptoms and had lower risk for sick leave compared to those without contact with the Erggi action model. Conclusions. The Erggi action model increases the probability of influencing workers’ musculoskeletal symptoms, decreases the number of sick leave and increases awareness of musculoskeletal symptoms and working conditions.

Youth sport events provide communities with an influx of families who travel to provide their children with primary sport experiences. Decisions to participate in these ‘sport-cations’ are influenced by overall perceptions about the event, opportunities for socializing, and norms derived from family and friends’ support. The study aimed to understand the impact of overall event image on traveling parents’ subjective norms (SNs), attitudes, and behavioral intentions to re-attend similar youth sport events. Parents of youth female soccer players (N = 370) were surveyed at a youth tournament. Structural equation modeling analysis was utilized to test the proposed model. The results supported the positive influence of event image on attitudes and SNs and the impact of SNs on intentions. Based on these findings, peer influence becomes important. Efforts at managing event image should involve influencing the social network of parents about the importance of these events to achieve higher return rates.

This article discusses the use of a pragmatic approach as the philosophical foundation of pedagogy in Finnish universities of applied sciences. It is presented that the mission of the universities of applied sciences falls into the interpretive paradigm of social sciences. This view is used as a starting point for a discussion about pragmatism in higher education. The Learning by Developing (LbD) action model is introduced, analyzed and compared to pragmatism. The paper concludes that, at least in practice‐oriented academic subjects, a pragmatic approach to pedagogy, as well as the LbD action model, is effective and could be considered in several universities as the basis of philosophy of pedagogy.

Beginning teachers are entering the profession with increasing confidence in their ability to use digital technologies which has the potential to change the way teachers of the future make pedagogical decisions. This paper explores how pedagogical reasoning and action might occur in the digital age, comparing Schulman’s 1987 model with the reality for a small sample of digitally able beginning teachers as part of the emerging generation of teachers. The latter were examined through a multiple case study during their first year of teaching as they made decisions about using digital technologies within their teaching practice which gave an insight into pedagogical reasoning and action through the use of open‐ended interviews and observation. The conclusion drawn is that while the pedagogical reasoning and action model remains relevant, it was based on an assumption that teaching involves knowledge being passed from a teacher to their students, which was found to restrict innovation by digitally able teacher...

Dillard's goals‐planning‐action (GPA) model of interpersonal influence encompasses two different process models depending on the initial weighing of primary and secondary goals. In contrast to the GPA's prediction that the ordering of the intervening processes is moderated by the initial weighing of these two types of goals, a simplified version was found that fit the data both when the primary goal was greater than the secondary goal and when the secondary goal was greater than the primary goal. In both conditions, the two types of goals have simultaneous, direct relationships with the persuaders’ decisions to engage their targets, and indirect effects on subsequent plan generation.

It is argued that the development of self-efficacy represents a central aspect of development in adolescence for 3 reasons. First, self-efficacy is an important predictor for actual efficacy and, thus, is a major component of the individual's ability to act suc-cessfully. Second, self-efficacy is a major action-guiding aspect of the self-concept. Third, both aspects can be combined in an action model of personality, which provides the framework for the development of a standardized questionnaire for self-efficacy and externality from a personality psychology point of view. To validate this questionnaire, a study was conducted with 215 New Zealand and 221 German secondary school students ages 16 to 17 years using a German and an English version of the inventory. Item parameters as well as scale parameters of the English and the German versions of the inventory, were satisfactory and comparable. First validity analyses reveal no significant scale differences for girls versus boys; no significant scale diffe...

In this article we start by briefly describing the educational situation of Gypsies in Spain. Centuries of marginalisation has left deep scars, and despite various educational compensatory programmes the vast majority of Gypsy children still fail in school. We argue that any viable solution to the problem will require a greater flexibility of the educational system and a democratisation of the school structure and organisation, in order to better reflect the diversity of the school population. We end the article by discussing the importance of teaching intercultural attitudes, and we place this discussion within a theoretical framework provided by Fishbein and Ajzen's Reasoned Action Model.

Little research has been done on the professional development of Teacher Educators (TEds). The author's experience in holistic educational intervention programmes in two different communities in Israel offers a model for partnership between the school, the community and the university. Applying such a model would establish a dynamic continuous dialogue between the academic world and the education system. As a consequence TEds' teaching capabilities will improve, and they will be able to provide quality training for student teachers and practising educators for their future roles in a multi-cultural classroom.

Heart attack survivors face a number of behavioural and psychological difficulties that often go undetected during routine care. Chief among these are unrealistic fears about resuming normal work and recreational activities, and problems adhering to guidelines concerning physical exercise, diet, and other lifestyle changes. Clinical assessment and intervention methods developed for psychiatric populations are ill-suited to problems experienced by the vast majority of cardiac patients. A social action theory of health behaviour change suggests specific techniques for enhancing well-being and altering behavioural risk factors in persons with heart disease. Methods to measure and modify patient self-efficacy appraisals. and a conjoint approach involving members of the patient’s family, are central features of the social action model. These methods can be applied in the course of routine medical care at clinic visits and via follow-up telephone contacts.

The description of the origins and development of the Village Public Safety Officer (VPSO) Program, which serves the Native Communities of Alaska, is used to judge the validity of the dominant explanations (culture contact/social dislocation and underdevelopment/dependency) for the state of Native affairs in Alaska. Both explanations are found wanting as they do not explain the specific dynamics of change. An alternative theory ‐ an interested action model ‐ is advocated.

Fishbein's reasoned action model of relationships among attitude, subjec- tive norm, intention, and behavior (Azjen & Fishbein, 1980) was tested on a sample of 110 Thai teachers' college students. The behavior investigated was the culturally well-established religious behavior of merit making during Buddhist Lent. The addition of two components to the model was also examined through (a) previous experience with the behavior and (b) a moral or valuative dimension of attitude. Correlational analysis supported the reasoned action model with the inclusion of affective and valuative components to attitude. Sequential multiple-regression analyses showed that subjective norms did not contribute unique variance to the prediction of intention, but previous experience with the behavior and the affective component of attitude both did.

We have always been unsure about planning theory. We have argued whether there could be a theory of planning, what form it would take, and how it would relate to practice. We have never resolved these issues to the satisfaction of our professional community or even to the satisfaction of those, mainly in planning education, who worry about the state of theory in planning. In recent years there has been increasing criticism of the ruling planning theory—the rational planning model, or rational action model. But the rational model remains in force because no competitive set of ideas has attracted sufficient support to supplant it. We continue to teach the rational model to new entrants to the planning field. When asked what our “theory” is, we are inclined to talk about the four (five, six, or seven) steps of the rational model; but when we practice our profession, we operate from some amalgam of experience, intuition, technique, context, and personality. There are many who argue that the rational ...