Reasoned Action As an Approach to Understanding and Predicting Health Message Outcomes

2017 ◽  
Author(s):  
Marco Yzer
Keyword(s):  
Health Behavior ◽  
Perceived Control ◽  
Reasoned Action ◽  
Action Theory ◽  
Health Messages ◽  
Integrative Model ◽  
Reasoned Action Approach ◽  
Health Message ◽  
Theoretical Understanding ◽  
Reasoned Action Theory

The reasoned action approach is a behavioral theory that has been developed since the 1960s in a sequence of reformulations. It comprises the theory of reasoned action; the theory of planned behavior; the integrative model of behavioral prediction; and its current formulation, the reasoned action approach to explaining and changing behavior. Applied to health messages, reasoned action theory proposes a behavioral process that can be described in terms of four parts. First, together with a multitude of other potential sources, health messages are a source of beliefs about outcomes of a particular health behavior, about the extent of social support for performing that behavior from specific other people, and about factors that may hamper or facilitate engaging in the behavior. Second, these beliefs inform attitude toward performing the behavior, perceptions of normative influence, and perceptions of control with respect to performing the behavior. Third, attitude, perceived norms, and perceived control inform the intention to perform the behavior. Fourth, people will act on their intention if they have the required skills to do so and if there are no environmental obstacles that impede behavioral performance. The theory’s conceptual perspective on beliefs as the foundation of behavior offers a theoretical understanding of the role of health messages in behavior change. The theory also can be used as a practical tool for identifying those beliefs that may be most promising to address in health messages, which makes the theory useful for those designing health message interventions. Reasoned action theory is one of the most widely used theories in health behavior research and health intervention design, yet is not without its critics. Some critiques appear to be misconceptions, such as the incorrect contention that reasoned action theory is a theory of rational, deliberative decision making. Others are justified, such as the concern that the theory does not generate testable hypotheses about when which variable is most likely to predict a particular behavior.

scholarly journals Reasoned Action Frameworks

Communication ◽  
2011 ◽  
Author(s):  
Marco Yzer ◽  
Brian Southwell
Keyword(s):  
Action Research ◽  
Reasoned Action ◽  
Time Frame ◽  
Situational Factors ◽  
Integrative Model ◽  
Behavioral Performance ◽  
Reasoned Action Approach ◽  
Theoretical Understanding ◽  
Wide Range ◽  
The Individual

Reasoned action frameworks, which include the Theory of Reasoned Action and its extensions, the widely used Theory of Planned Behavior and the more recent Integrative Model of Behavioral Prediction, describe that intention to perform a behavior follows reasonably (but not necessarily rationally) from specific beliefs that people hold about the behavior and that people act on their intentions when they have the required skills and when situational factors do not impede behavioral performance. Reasoned action research has two broad foci. A first seeks to advance theoretical understanding of human social behavior as based on expectancy beliefs about consequences of behavioral performance. A second applies reasoned action research to development or evaluation of interventions that seek to modify a specific behavior in a particular population. The relevance of the reasoned action approach for communication scholars lies in its direct applicability to a wide range of important communication questions, including the explanation of communication as a socially relevant behavior and intra-individual processes to explain how exposure to information leads to behavior change. Although reasoned action propositions embed belief-based processes in a multilevel system of influence, the individual is nonetheless the primary level of analysis. The range of citations included in this bibliography addresses the decades-long time frame during which scholars have explicitly employed core reasoned action concepts. Beyond the introductory works, the examples presented here are illustrative rather than exhaustive, by necessity, as few other behavioral theories have generated more citations in communication research.

scholarly journals Measurement Models for Reasoned Action Theory

2012 ◽  
Vol 640 (1) ◽  
pp. 42-57 ◽  
Author(s):  
Michael Hennessy ◽  
Amy Bleakley ◽  
Martin Fishbein
Keyword(s):  
Latent Variable ◽  
Reasoned Action ◽  
Action Theory ◽  
Reasoned Action Approach ◽  
Behavioral Beliefs ◽  
Measurement Models ◽  
Action Analysis ◽  
Causal Indicators ◽  
Reasoned Action Theory ◽  
Beliefs And Attitudes

Quantitative researchers distinguish between causal and effect indicators. What are the analytic problems when both types of measures are present in a quantitative reasoned action analysis? To answer this question, the authors use data from a longitudinal study to estimate the association between two constructs central to reasoned action theory: behavioral beliefs and attitudes toward the behavior. The belief items are causal indicators that define a latent variable index while the attitude items are effect indicators that reflect the operation of a latent variable scale. The authors identify the issues when effect and causal indicators are present in a single analysis and conclude that both types of indicators can be incorporated into analyses of data based on the reasoned action approach.

scholarly journals Tacit Knowledge Sharing Behavior, Within A Relational Social Capital Framework, In A South African University Of Technology

2015 ◽  
Vol 31 (6) ◽  
pp. 2091 ◽  
Author(s):  
Carol Smith ◽  
Marie De Beer ◽  
Roger Bruce Mason
Keyword(s):  
Social Capital ◽  
Tacit Knowledge ◽  
Reasoned Action ◽  
Action Theory ◽  
Behavioral Control ◽  
Perceived Behavioral Control ◽  
Business Context ◽  
University Of Technology ◽  
Reasoned Action Theory ◽  
The Relationship

The sharing of tacit knowledge is an important influence on the development of intellectual capital in a University of Technology but whereas its effects are clear in a business context, they have been absent from studies in the context of higher education.This study integrated relational social capital and reasoned action theory to construct a model for investigating factors that predict an individual’s intention to share tacit knowledge.  Specifically, it examined the relationship between relational social capital in terms of trust (affect and cognitive-based trust), shared norms and values (including social norms and norms of social support and reciprocity) and the individual’s attitude towards sharing tacit knowledge.  It further examined the relationship between the individual’s attitude, their perceived norms and perceived behavioral control over the sharing of tacit knowledge and their intention to share tacit knowledge.A hypothesized, theoretical model of the individual’s intention to share tacit knowledge was developed.  This model was found to be a poor fit to the data and an alternative model was developed which was found to be a good fit to the data.  This study incorporated nine research interviews and five hundred and fifty four questionnaires. Relational social capital was found to be significant for predicting individuals’ intentions to share tacit knowledge but the reasoned action variables were found to be less significant, particularly perceived behavioral control over the sharing of tacit knowledge, indicating the need for further research.

scholarly journals The reasoned action approach applied to health behavior: Role of past behavior and test of some key moderators using meta-analytic structural equation modeling

2018 ◽  
Author(s):  
Martin S Hagger ◽  
Juho Polet ◽  
Taru Lintunen
Keyword(s):  
Structural Equation Modeling ◽  
Health Behavior ◽  
Indirect Effects ◽  
Structural Equation ◽  
Social Cognitive ◽  
Reasoned Action ◽  
Equation Modeling ◽  
Reasoned Action Approach ◽  
Data Set ◽  
Past Behavior

Rationale: The reasoned action approach (RAA) is a social cognitive model that outlines the determinants of intentional behavior. Primary and meta-analytic studies support RAA predictions in multiple health behaviors. However, including past behavior as a predictor in the RAA may attenuate model effects. Direct effects of past behavior on behavior may reflect non-conscious processes while indirect effects of past behavior through social cognitive variables may represent reasoned processes. Objective: The present study extended a previous meta-analysis of the RAA by including effects of past behavior. The analysis also tested effects of candidate moderators of model predictions: behavioral frequency, behavior type, and measurement lag.Method: We augmented a previous meta-analytic data set with correlations between model constructs and past behavior. We tested RAA models that included and excluded past behavior using meta-analytic structural equation modeling and compared the effects. Separate models were estimated in studies on high and low frequency behaviors, studies on different types of behavior, and studies with longer and shorter measurement lag.Results: Including past behavior attenuated model effects, particularly the direct effect of intentions on behavior, and indirect effects of experiential attitudes, descriptive norms, and capacity on behavior through intentions. Moderator analyses revealed larger intention-behavior and past behavior-behavior effects in high frequency studies, but the differences were not significant. No other notable moderator effects were observed.Conclusion: Findings indicate a prominent role for habitual processes in determining health behavior and inclusion of past behavior in RAA tests is important to yield precise estimates of model effects.

Alcohol and Marijuana Use and Intentions Among Adolescents: The Role of the Reasoned Action Approach and Positive Future Orientation

2016 ◽  
Vol 50 (6) ◽  
pp. 758-779 ◽  
Author(s):  
Sarah A. Stoddard ◽  
Jennifer Pierce
Keyword(s):  
Peer Influence ◽  
School Environment ◽  
Perceived Control ◽  
Reasoned Action ◽  
Contextual Factors ◽  
Future Orientation ◽  
Marijuana Use ◽  
Reasoned Action Approach ◽  
Use Behavior

Perceptions of alcohol and other drug (AOD) use are associated with adolescent substance use behavior, yet research on the role of contextual factors and positive assets in this relationship is scant. This study examined the relationship between school environment and peer influence and past 30-day alcohol and marijuana use via positive future orientation and AOD perceptions in a high school sample ( n = 392; 49% male; 73% White). A positive peer influence and a positive school environment were associated with lower alcohol and marijuana use via future orientation, reasoned action approach (RAA) constructs (i.e., injunctive norms, AOD expectancies, and perceived control over AOD use), and intentions to avoid AOD use. The findings provide support for the role of a positive future orientation in the prevention of AOD use among youth and point to differential paths of influence for contextual factors.

scholarly journals Theory of reasoned action for continuous improvement capabilities: a behavioral approach

2012 ◽  
Vol 52 (5) ◽  
pp. 546-564 ◽  
Author(s):  
Chen Yen-Tsang ◽  
João Mário Csillag ◽  
Janaina Siegler
Keyword(s):  
Continuous Improvement ◽  
Human Behavior ◽  
Operations Management ◽  
Reasoned Action ◽  
Action Theory ◽  
Behavioral Model ◽  
Behavioral Approach ◽  
Operational Capabilities ◽  
Reasoned Action Theory ◽  
General Relations

The importance of interaction between Operations Management (OM) and Human Behavior has been recently re-addressed. This paper introduced the Reasoned Action Theory suggested by Froehle and Roth (2004) to analyze Operational Capabilities exploring the suitability of this model in the context of OM. It also seeks to discuss the behavioral aspects of operational capabilities from the perspective of organizational routines. This theory was operationalized using Fishbein and Ajzen (F/A) behavioral model and a multi-case strategy was employed to analyze the Continuous Improvement (CI) capability. The results posit that the model explains partially the CI behavior in an operational context and some contingency variables might influence the general relations among the variables involved in the F/A model. Thus intention might not be the determinant variable of behavior in this context.

scholarly journals Formación de actitudes interculturales en la educación secundaria: un programa de educación intercultural

10.14201/2820 ◽  
2009 ◽  
Vol 10 ◽  
Author(s):  
Rafaela García López ◽  
Auxiliadora Sales Ciges
Keyword(s):  
Reasoned Action ◽  
Action Theory ◽  
Persuasive Communication ◽  
Pedagogical Intervention ◽  
Positive Effects ◽  
Whole School ◽  
School Year ◽  
Educational Programmes ◽  
Reasoned Action Theory ◽  
Aprendizaje Cooperativo

RESUMEN: Esta investigación parte del análisis de los distintos modelos de educación intercultural y la necesidad de diseñar programas educativos estructurados para desarrollar actitudes interculturales en la escuela. Estos programas están centrados en estrategias educativas de Participación Activa, Aprendizaje Cooperativo y Comunicación Persuasiva. Hemos basado el diseño cuasi-experimental en la Teoría de la Acción Razonada de Fishbein y Ajzen. El análisis estadístico de los resultados confirma que las actitudes hacia la diversidad cultural mostradas por los alumnos que participaron en el programa mejoraron significativamente. La principal conclusión que extraemos señala la necesidad de enseñar actitudes interculturales en todas las escuela para prevenir las actitudes racistas y xenófobas que se desarrollan si no se interviene pedagógicamente. Los efectos positivos de nuestro programa pueden incrementarse si se desarrolla a lo largo de todo el curso escolar y se implica toda la comunidad educativa.ABSTRACT: This research starts from the analysis of the intercultural models and the need to design educational programmes to teach intercultural attitudes in Secondary Education. These programmes are focused on Active Participation, Cooperative Learning and Persuasive Communication strategies. We have based the quasi-experimeritai design in Reasoned Action Theory by Fishbein and Ajzen.The stadistical analysis of the results confirms that the attitudes towards cultural diversity showed by students who participated in the programme, improved significantly. Our main conclusion is the need of teaching intercultural attitudes in all the schools to prevent the racist attitudes which are developed if there is not a pedagogical intervention. The positive effects of our programme could increase if their implementation last the whole school year and all the teachers of each school were involved.

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