The Application of the Theory of Reasoned Action and Planned Behavior to Prevention Science in Counseling Psychology

The theory of reasoned action and planned behavior (TRA/PB) is a model of behavior change that has been extensively studied in the health sciences but has had limited exposure in the counseling psychology literature. The model offers counseling psychologists a framework to conceptualize prevention research and practice. The model is important to consider since the training of counseling psychologists is heavily dominated by theories of psychotherapy that emphasize remediation rather than prevention. This article discusses a brief history and explanation of TRA/PB along with relevant research, limitations, and multicultural considerations. Elicitation research, an important component of the model, receives emphasis because it solicits population-specific cognitions and social influences relevant to targeted behaviors, thus strengthening prevention interventions. An example demonstrates how TRA/PB can be used as a theoretical framework to support prevention research. Recommendations for prevention training of counseling psychologists are presented.

Cognitive and affective predictors of academic achievement in schoolchildren

The ability of the theory of planned behaviour to predict objectively measured outcomes was tested in school-age children. Study 1 (N=71) showed that the theory of planned behaviour accounted for significant proportions of the variance in intention and that the intentions predicted scores in a science test; study 2 (N=175) replicated these effects across a broader range of subjects. In addition, study 2 explored the mechanism by which intention was translated into action and demonstrated that intention stability moderated the intention-academic achievement relationship. Moreover, controlling for a range of cognitive and affective variables, intention and positive affect were independent predictors of intention stability. These findings suggest that although positive affect did not influence intention directly, it did influence intention stability, the mechanism by which intentions are translated into action. Future educational interventions should therefore influence both cognitive and affective factors to promote sustained motivation.