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Predicting students’ global competence: An approach using the theory of planned behavior
Author(s)
Date Issued
2023
Publisher
Hogrefe AG
Conference
ISSN
2673-8627
Citation
Kennedy, K., Zhu, J., & Hue, M. T. (2023). Predicting students’ global competence: An approach using the theory of planned behavior. In ECP (Ed.). Abstracts and programme book of the 18th European Congress of Psychology, 3-6 July 2023, Brighton, UK. the 18th European Congress of Psychology, Brighton, UK (pp. 233-234). Hogrefe AG.
Description
Open access
Type
Conference Paper
Abstract
The theory of planned behavior (TPB) (Ajzen, 1991) allows researchers to investigate relationshipsbetween a behaviour (that, in the case of this study is ‘acting as a globally competent student’) and anindividual’s intentions to perform that behaviour as well as their assessment of actually being able toperform the behaviour. Further, it assumes that intentions are influenced by attitude, subjective normand the individual’s perceived behavioural control of their performance.We used secondary data from PISA’s 2018 study of global competence. We selected the Hong KongChinese sample (OECD, 2020).Sample: We selected 6,037 15-year-old secondary (Grade 7 or above) students from 152 schools.Instrument: We selected TPB scales from PISA’s validated instruments (see below for identification of thescales.(OECD, 2020) and background student variables. Analysis: The study employed a two-level path analysis using Mplus version 8.0.Results: Direct effects of TPB variables on Response to People of other Cultures (RPOC) [Interest]Student attitudes (i.e. Interest in other cultures showed the strongest direct effect (β = .25). Studentperceived behavioural control (i.e. cognitive flexibility-adaptability) was the next strongest (β = .14).Student subjective norm (i.e. Student perception of teachers’ discriminatory practices) had a negativeeffect (β = -.08).Student background efforts were either small or insignificant.Student contextual variables such as Student perspective taking, Global mindedness and Globalcompetence had direct effects of βs = .21, .08 and .12 respectively.Indirect effects were also assessed with Interest in other cultures playing an important mediator role.Research/Practical Implications: Those responsible for developing interventions, for example, can use theresults reported here as the basis for those interventions, including teacher’s role modelling.Originality/Value: TPB helps to better understand the development of global competence making anoriginal contribution to the field, especially the focus on mediation analysis.
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