Does academic training change intentions? drawing upon the theory of planned behaviour to improve academic performance

Abstract

In order to improve transfer following training, it is important to understand what the training alters for each individual. We sought to develop a better understanding of the underlying mechanisms implicated in successful training. A questionnaire modelled on the Theory of Planned Behaviour (ToPB) was used to compare two distinct, academic skills training courses. It was hypothesised that, while both training programmes would lead to a change in intentions to use the skills taught, the more interactive training would result in greater change. This was confirmed. Within both courses, changes in components of the ToPB predicted a change in intention to use the skills, but the components which predicted change varied between skills. Contrary to expectations, there was not a stronger change within the more interactive training. This research will help to inform the development of more effective training by identifying the mechanisms which lead to better transfer of training.

Keywords:

• Training
• theory of planned behaviour
• academic skills
• transfer