Identifying predictors of teachers’ intention and willingness to teach about cancer by using direct and belief-based measures in the context of the theory of planned behaviour

References

• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
   Web of Science ®Google Scholar
• Ajzen, I. (2011a). Behavioral intentions: Design and evaluation guided by the theory of planned behavior. In B. Campbell, M. M. Mark, & S. I. Donaldson (Eds.), Social psychology and evaluation (pp. 74–100). New York, NY: Guilford Press.
   Google Scholar
• Ajzen, I. (2011b). The theory of planned behaviour: Reactions and reflections. Psychology & Health, 26(9), 1113–1127.
   PubMed Web of Science ®Google Scholar
• Ajzen, I. (2012). The theory of planned behavior. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), The handbook of theories of social psychology (pp. 438–459). London: Sage.
   Google Scholar
• Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. In D. Albarracín, B. T. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 173–221). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Ajzen, I., & Fishbein, M. (2008). Scaling and testing multiplicative combinations in the expectancy-value model of attitudes. Journal of Applied Social Psychology, 38(9), 2222–2247.
   Web of Science ®Google Scholar
• Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behavior: A meta-analytic review. British Journal of Social Psychology, 40(4), 471–499.
   PubMed Web of Science ®Google Scholar
• Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20.
   Web of Science ®Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. doi:10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Barros, A., Santos, H., Moreira, L., Ribeiro, N., Silva, L., & Santos-Silva, F. (2016). The cancer, educate to prevent model: The potential of school environment for primary prevention of cancer. Journal of Cancer Education, 31(4), 646–651. doi: 10.1007/s13187-015-0892-2
   PubMed Web of Science ®Google Scholar
• Brown, T. A. (2015). Confirmatory factor analysis for applied research (2. ed.). Methodology in the social sciences. New York: Guilford Press.
   Google Scholar
• Brown, S., Massey, A. P., Montoya-Weiss, M. M., & Burkman, J. R. (2002). Do I really have to? User acceptance of mandated technology. European Journal of Information Systems, 11(4), 283–295. doi: 10.1057/palgrave.ejis.3000438
   Web of Science ®Google Scholar
• Burak, L. J. (1994). Examination and predication of elementary school teachers’ intentions to teach HIV/AIDS education. AIDS Education and Prevention, 6(4), 310–321.
   PubMed Web of Science ®Google Scholar
• Burak, L. J. (2002). Predicting elementary school teachers’ intentions to teach health education: An application of the theory of planned behavior. American Journal of Health Education, 33(1), 4–9.
   Google Scholar
• Burns, E. R. (2014). Cancer prevention and control: Where are the kids? Journal of Cancer Education, 29(2), 209–210.
   PubMed Web of Science ®Google Scholar
• Burns, E. R., & Lindsey, M. S. (2004). Cancer education and cancer prevention education for K-12 students and teachers. Journal of Cancer Education, 19, 105–110.
   PubMed Web of Science ®Google Scholar
• Byrne, J., Rietdijk, W., & Pickett, K. (2018). Teachers as health promoters: Factors that influence early career teachers to engage with health and wellbeing education. Teaching and Teacher Education, 69, 289–299.
   Web of Science ®Google Scholar
• Carey, P. (1992). Teachers’ attitudes to cancer education: A discussion in the light of a recent English survey. Journal of Cancer Education, 7(2), 153–161.
   PubMedGoogle Scholar
• Carey, P., Charlton, A., Sloper, P., & While, D. (1995). Cancer education in secondary schools. Educational Review, 47(1), 101–111.
   Web of Science ®Google Scholar
• Carmack, C. C., & Lewis-Moss, R. K. (2009). Examining the theory of planned behavior applied to condom use: The effect-indicator vs. Causal-indicator models. The Journal of Primary Prevention, 30(6), 659–676. doi: 10.1007/s10935-009-0199-3
   PubMed Web of Science ®Google Scholar
• Chatzisarantis, N. L. D., & Hagger, M. S. (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology & Health, 24(1), 29–48. doi: 10.1080/08870440701809533
   PubMed Web of Science ®Google Scholar
• Cheng, E. W. L. (2016). Maintaining the transfer of in-service teachers’ training in the workplace. Educational Psychology, 36(3), 444–460.
   Web of Science ®Google Scholar
• Cohen, J. N., Byers, E. S., & Sears, H. A. (2012). Factors affecting Canadian teachers’ willingness to teach sexual health education. Sex Education, 12(3), 299–316. doi: 10.1080/14681811.2011.615606
   Web of Science ®Google Scholar
• Cooper, G., Barkatsas, T., & Strathdee, R. (2016). The theory of planned behaviour (TPB) in educational research using structural equation modelling (SEM). In T. Barkatsas & A. Bertram (Eds.), Global learning in the 21st century (pp. 139–162). Rotterdam: Sense.
   Google Scholar
• Cooper, G., Kenny, J., & Fraser, S. (2012). Influencing intended teaching practice: Exploring pre-service teachers’ perceptions of science teaching resources. International Journal of Science Education, 34(12), 1883–1908.
   Web of Science ®Google Scholar
• Courneya, K. S., Conner, M., & Rhodes, R. E. (2006). Effects of different measurement scales on the variability and predictive validity of the “two-component” model of the theory of planned behavior in the exercise domain. Psychology & Health, 21(5), 557–570.
   Web of Science ®Google Scholar
• Cribb, A. (1990). School teachers’ perceptions of the relative importance of cancer education in the United Kingdom. Journal of Cancer Education, 5(4), 225–229.
   PubMedGoogle Scholar
• Cullinan, A. L. (1990). Teachers’ death anxiety, ability to cope with death, and perceived ability to aid bereaved students. Death Studies, 14(2), 147–160. doi: 10.1080/07481189008252356
   Web of Science ®Google Scholar
• Dam, M., Janssen, F. J. J. M., & van Driel, J. H. (2018). Attention to intentions—how to stimulate strong intentions to change. Research in Science Education, 48(2), 369–387. doi: 10.1007/s11165-016-9572-4
   Web of Science ®Google Scholar
• Demir, K. (2010). Predictors of internet use for the professional development of teachers: An application of the theory of planned behaviour. Teacher Development, 14(1), 1–14. doi: 10.1080/13664531003696535
   Google Scholar
• Department for Education. (2015). National curriculum in England: Science programmes of study. Retrieved from https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study
   Google Scholar
• Devetak, I., Devetak, S. P., & Vesel Tajnšek, T. (2019). Developing pre-service teachers’ competencies of the management of students’ allergies in the school environment. In E. McLoughlin, O. E. Finlayson, S. Erduran, & P. E. Childs (Eds.), Bridging research and practice in science education: Selected papers from the ESERA 2017 conference (pp. 357–372). Cham: Springer.
   Google Scholar
• Eckhart, B. (2011). To share or not to share: Cancer and what teachers should tell students about it. Talking About Teaching, 5, 43–50.
   Google Scholar
• Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford Press.
   Google Scholar
• Evans, B. R. (2011). Content knowledge, attitudes, and self-efficacy in the mathematics New York City teaching fellows (NYCTF) program. School Science and Mathematics, 111(5), 225–235.
   Google Scholar
• Ferlay, J., Wild, C. P., & Bray, F. (2017). The burden of cancer worldwide: Current and future perspectives. In R. C. Bast, C. M. Croce, W. Hait, W. K. Hong, D. W. Kufe, R. E. Pollock, & J. F. Holland (Eds.), Holland-Frei cancer medicine (pp. 383–398). Hoboken, NJ: Wiley.
   Google Scholar
• Finch, W. H., & French, B. F. (2015). Latent variable modeling with R. New York: Routledge.
   Google Scholar
• Finke, R., & Adamczyk, A. (2008). Cross-national moral beliefs: The influence of national religious context. The Sociological Quarterly, 49(4), 617–652. doi: 10.1111/j.1533-8525.2008.00130.x
   PubMed Web of Science ®Google Scholar
• Fishbein, M. (1967). Attitude and the prediction of behavior. In M. Fishbein (Ed.), Readings in attitude theory and measurement (pp. 477–492). New York, NY: Wiley.
   Google Scholar
• Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
   Google Scholar
• Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. New York, NY: Psychology Press.
   Google Scholar
• Frey, A., Hartig, J., & Rupp, A. A. (2009). An NCME instructional module on booklet designs in large-scale assessments of student achievement: Theory and practice. Educational Measurement: Issues and Practice, 28(3), 39–53.
   Google Scholar
• Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective?: Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
   Web of Science ®Google Scholar
• Gibbons, F. X., Gerrard, M., Blanton, H., & Russell, D. W. (1998). Reasoned action and social reaction: Willingness and intention as independent predictors of health risk. Journal of Personality and Social Psychology, 74(5), 1164–1180.
   PubMed Web of Science ®Google Scholar
• Graham, J. W., Taylor, B. J., Olchowski, A. E., & Cumsille, P. E. (2006). Planned missing data designs in psychological research. Psychological Methods, 11(4), 323–343. doi: 10.1037/1082-989X.11.4.323
   PubMed Web of Science ®Google Scholar
• Griffith, J. A., & Brem, S. K. (2004). Teaching evolutionary biology: Pressures, stress, and coping. Journal of Research in Science Teaching, 41(8), 791–809. doi: 10.1002/tea.20027
   Web of Science ®Google Scholar
• Hagger, M. S., & Chatzisarantis, N. L. D. (2005). First- and higher-order models of attitudes, normative influence, and perceived behavioural control in the theory of planned behaviour. British Journal of Social Psychology, 44, 513–535.
   PubMed Web of Science ®Google Scholar
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
   Google Scholar
• Hammann, M., & Asshoff, R. (2017). Schülervorstellungen im Biologieunterricht: Ursachen für Lernschwierigkeiten [Students’ conceptions in biology education: Causes for learning difficulties] (3rd ed.). Seelze: Klett Kallmeyer.
   Google Scholar
• Hancock, G. R. (1997). Structural equation modeling methods of hypothesis testing of latent variable means. Measurement and Evaluation in Counseling and Development, 30(2), 91–105.
   Web of Science ®Google Scholar
• Haney, J. J., & McArthur, J. (2002). Four case studies of prospective science teachers’ beliefs concerning constructivist teaching practices. Science Education, 86(6), 783–802.
   Web of Science ®Google Scholar
• Hansen, C. M., Zinckernagel, L., Ersbøll, A. K., Tjørnhøj-Thomsen, T., Wissenberg, M., Lippert, F. K., … Folke, F. (2017). Cardiopulmonary resuscitation training in schools following 8 years of mandating legislation in Denmark: A nationwide survey. Journal of the American Heart Association, 6(3), e004128. doi: 10.1161/JAHA.116.004128
   PubMed Web of Science ®Google Scholar
• Hardeman, W., Johnston, M., Johnston, D. W., Bonetti, D., Wareham, N. J., & Kinmonth, A. L. (2002). Application of the theory of planned behaviour in behaviour change interventions: A systematic review. Psychology & Health, 17(2), 123–158.
   Web of Science ®Google Scholar
• Heuckmann, B., & Asshoff, R. (2019). Akute Lymphatische Leukämie im Kindesalter: Eine Übungsaufgabe unter besonderer Berücksichtigung des Wechsels biologischer Organisationsebenen [Acute lymphoblastic leukemia among children. A task with a special focus on thinking within and between levels of biological organization]. Mathematisch-Naturwissenschaftlicher Unterricht, 72(6), 459.
   Google Scholar
• Heuckmann, B., Hammann, M., & Asshoff, R. (2018a). Entwicklung, Erprobung und Validierung eines Erhebungsinstruments zur Erfassung von Einflussfaktoren auf die Intention, das Thema Krebserkrankungen zu unterrichten [Development, piloting, and validation of an instrument for assessing predictors of teachers’ intention to teach about cancer]. In M. Lindner & M. Hammann (Eds.), Lehr-und Lernforschung in der Biologiedidaktik: Band 8 [Research on teaching and learning in biology education: Volume 8] (pp. 357–374). Innsbruck: Studienverlag.
   Google Scholar
• Heuckmann, B., Hammann, M., & Asshoff, R. (2018b). Using the theory of planned behaviour to develop a questionnaire on teachers’ beliefs about teaching cancer education. Teaching and Teacher Education, 75, 128–140. doi: 10.1016/j.tate.2018.06.006
   Web of Science ®Google Scholar
• Heuckmann, B., Hammann, M., & Asshoff, R. (2019). Advantages and disadvantages of modeling beliefs by single item and scale models in the context of the theory of planned behavior. Education Sciences, 9(4), 268. doi:10.3390/educsci9040268
   Web of Science ®Google Scholar
• Janssen, S., Kreijns, K., Bastiaens, T. J., Stijnen, S., & Vermeulen, M. (2013). Teachers’ beliefs about using a professional development plan. International Journal of Training and Development, 17(4), 260–278. doi: 10.1111/ijtd.12016
   Google Scholar
• Jones, M. G., & Leagon, M. (2014). Science teacher attitudes and beliefs: Reforming practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education: Volume II (pp. 830–847). New York, NY: Routledge.
   Google Scholar
• Jorgensen, T. D., Pornprasertmanit, S., Schoemann, A. M., & Rosseel, Y. (2018). semTools: Useful tools for structural equation modeling. R package version 0.5-1. Retrieved from https://CRAN.R-project.org/package=semTools
   Google Scholar
• Jourdan, D., Simar, C., Deasy, C., Carvalho, G. S., & Mannix McNamara, P. (2016). School health promotion and teacher professional identity. Health Education, 116(2), 106–122. doi:10.1108/HE-07-2014-0078
   Web of Science ®Google Scholar
• Kim, D. H. (2018). ‘How do you feel about a disease?: ‘The effect of psychological distance towards a disease on health communication. International Journal of Advertising, 1–15. doi: 10.1080/02650487.2018.1438031
   Web of Science ®Google Scholar
• Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Methodology in the social sciences. New York, NY: Guilford Press.
   Google Scholar
• Kulinna, P. H., McCaughtry, N., Martin, J., Cothran, D., & Faust, R. (2008). The influence of professional development on teachers’ psychosocial perceptions of teaching a health-related physical education curriculum. Journal of Teaching in Physical Education, 27(3), 292–307.
   Web of Science ®Google Scholar
• Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468–482. doi: 10.1016/j.learninstruc.2008.06.008
   Web of Science ®Google Scholar
• Lee, C. J., Geiger-Brown, J., & Beck, K. H. (2016). Intentions and willingness to drive while drowsy among university students: An application of an extended theory of planned behavior model. Accident Analysis & Prevention, 93, 113–123.
   PubMed Web of Science ®Google Scholar
• Lin, G.-C., Wen, Z., Marsh, H., & Lin, H.-S. (2010). Structural equation models of latent interactions: Clarification of orthogonalizing and double-mean-centering strategies. Structural Equation Modeling: A Multidisciplinary Journal, 17(3), 374–391. doi: 10.1080/10705511.2010.488999
   Web of Science ®Google Scholar
• Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (2000). Assessing teachers’ beliefs about their science teaching context. Journal of Research in Science Teaching, 37(3), 275–292.
   Web of Science ®Google Scholar
• Mahler, D., Großschedl, J., & Harms, U. (2017). Opportunities to learn for teachers’ self-efficacy and enthusiasm. Education Research International, 2017(1), 1–17. doi: 10.1155/2017/4698371
   Web of Science ®Google Scholar
• Maydeu-Olivares, A., Kramp, U., García-Forero, C., Gallardo-Pujol, D., & Coffman, D. (2009). The effect of varying the number of response alternatives in rating scales: Experimental evidence from intra-individual effects. Behavior Research Methods, 41(2), 295–308.
   PubMed Web of Science ®Google Scholar
• McEachan, R. R. C., Conner, M., Taylor, N. J., & Lawton, R. J. (2011). Prospective prediction of health-related behaviours with the theory of planned behaviour: A meta-analysis. Health Psychology Review, 5(2), 97–144. doi: 10.1080/17437199.2010.521684
   Web of Science ®Google Scholar
• Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen. (2014). Kernlehrplan für die Sekundarstufe II Gymnasium/Gesamtschule in Nordrhein-Westfalen: Biologie [Federal Ministry of School and Further Education of North Rhine-Westphalia. Curriculum for teaching secondary biology (academic track)]. Schule in NRW: Heft 4722.
   Google Scholar
• Montano, D. E., & Kasprzyk, D. (2008). Theory of reasoned action, theory of planned behavior, and the integrated behavioral model. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice (pp. 67–96). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Morse, L. L. (2013). Let schools do it! Helping schools find a role in cancer prevention. Journal of Adolescent Health, 52, S89–S92.
   PubMed Web of Science ®Google Scholar
• Murashima, K., Majima, Y., Masuda, S., Nakamura, Y., & Fukayama, K. (2018). Development of teaching materials of dementia by incorporating a communications robot for schoolchildren who are dementia supporters. In A. K. Rotegård, D. J. Skiba, & S. Barbosa (Eds.), Nursing informatics 2018: Ict to improve quality and safety at the point of care (pp. 45–49). Amsterdam: IOS Press.
   Google Scholar
• Paulussen, T., Kok, G., & Schaalma, H. (1994). Antecedents to adoption of classroom-based AIDS education in secondary schools. Health Education Research, 9(4), 485–496. doi: 10.1093/her/9.4.485
   Web of Science ®Google Scholar
• Pomery, E. A., Gibbons, F. X., Reis-Bergan, M., & Gerrard, M. (2009). From willingness to intention: Experience moderates the shift from reactive to reasoned behavior. Personality and Social Psychology Bulletin, 35(7), 894–908.
   PubMed Web of Science ®Google Scholar
• Rawstorne, P., Jayasuriya, R., & Caputi, P. (2000). Issues in predicting and explaining usage behaviors with technology acceptance model and the theory of planned behavior when usage is mandatroy. ICIS 2000 Proceedings of the 21st international conference on information systems, 35–44. https://pdfs.semanticscholar.org/8bb4/9c0658d7b7cff42c655a6d7e005372ad32ea.pdf
   Google Scholar
• R Core Team. (2019). R: A language and environment for statistical computing. Vienna: R Foundation for Statistical Computing. Retrieved from https://www.r-project.org
   Google Scholar
• Rechis, R., Neal, C., & McGoldrick, D. (2010). Livestrong at school: Changing classroom talk about cancer. Journal of Cancer Education, 25(1), 127–128. doi: 10.1007/s13187-010-0039-4
   PubMed Web of Science ®Google Scholar
• Rhodes, R. E., & Courneya, K. S. (2003). Investigating multiple components of attitude, subjective norm, and perceived control: An examination of the theory of planned behaviour in the exercise domain. British Journal of Social Psychology, 42(1), 129–146.
   PubMed Web of Science ®Google Scholar
• Robinson, S., Ekins, A., Durrant, I., & Summers, K. (2018). Teachers communicating about life-limiting conditions, death and bereavement. Pastoral Care in Education, 36(1), 57–69. doi: 10.1080/02643944.2017.1422007
   Web of Science ®Google Scholar
• Rose, I. D., Boyce, L., Murray, C. C., Lesesne, C. A., Szucs, L. E., Rasberry, C. N., & Parker, J. T. (2019). Key factors influencing comfort in delivering and receiving sexual health education: Middle school student and teacher perspectives. American Journal of Sexuality Education, 14(4), 466–489. doi:10.1080/15546128.2019.1626311
   Web of Science ®Google Scholar
• Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36.
   Web of Science ®Google Scholar
• Sass, D. A. (2011). Testing measurement invariance and comparing latent factor means within a confirmatory factor analysis framework. Journal of Psychoeducational Assessment, 29(4), 347–363. doi:10.1177/0734282911406661
   Web of Science ®Google Scholar
• Savalei, V. (2014). Understanding robust corrections in structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 21(1), 149–160. doi: 10.1080/10705511.2013.824793
   Web of Science ®Google Scholar
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74.
   Google Scholar
• Sickel, A. J., & Friedrichsen, P. (2013). Examining the evolution education literature with a focus on teachers: Major findings, goals for teacher preparation, and directions for future research. Evolution: Education and Outreach, 6, 23. doi: 10.1186/1936-6434-6-23
   Google Scholar
• Sniehotta, F. F. (2009). An experimental test of the theory of planned behavior. Applied Psychology: Health and Well-Being, 1(2), 257–270.
   Web of Science ®Google Scholar
• Sommestad, T., Karlzén, H., & Hallberg, J. (2015). The sufficiency of the theory of planned behavior for explaining information security policy compliance. Information and Computer Security, 23(2), 200–217. doi: 10.1108/ICS-04-2014-0025
   Web of Science ®Google Scholar
• Speller, V., Byrne, J., Dewhirst, S., Almond, P., Mohebati, L., Norman, M., … Roderick, P. (2010). Developing trainee school teachers’ expertise as health promoters. Health Education, 110(6), 490–507. doi: 10.1108/09654281011087288
   Google Scholar
• Steinmetz, H., Knappstein, M., Ajzen, I., Schmidt, P., & Kabst, R. (2016). How effective are behavior change interventions based on the theory of planned behavior?: A three-level meta-analysis. Zeitschrift für Psychologie, 224(3), 216–233.
   Web of Science ®Google Scholar
• Sussman, R., & Gifford, R. (2019). Causality in the theory of planned behavior. Personality & Social Psychology Bulletin, 45(6), 920–933.
   PubMed Web of Science ®Google Scholar
• Thompson, M. S., & Green, S. B. (2013). Evaluating between-group difference in latent variable means. In G. R. Hancock & R. O. Mueller (Eds.), Quantitative methods in education and the behavioral sciences. Structural equation modeling: A second course (pp. 163–218). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Trope, Y., & Liberman, N. (2010). Construal-level theory of psychological distance. Psychological Review, 117(2), 440–463. doi: 10.1037/a0018963
   PubMed Web of Science ®Google Scholar
• Underwood, P. R. (2012). Teacher beliefs and intentions regarding the instruction of English grammar under national curriculum reforms: A theory of planned behaviour perspective. Teaching and Teacher Education, 28(6), 911–925.
   Web of Science ®Google Scholar
• Van Boven, L., Kane, J., McGraw, A. P., & Dale, J. (2010). Feeling close: Emotional intensity reduces perceived psychological distance. Journal of Personality and Social Psychology, 98(6), 872–885. doi: 10.1037/a0019262
   PubMed Web of Science ®Google Scholar
• Van Buuren, S. (2012). Flexible imputation of missing data. Boca Raton, FL: CRC Press.
   Google Scholar
• Van Buuren, S., & Groothuis-Oudshoorn, K. (2011). Mice: Multivariate imputation by chained equations in R. Journal of Statistical Software, 45(3), 1–67.
   Web of Science ®Google Scholar
• VandenBos, G. R. (Ed.). (2015). APA dictionary of psychology (2nd ed.). Washington, DC: American Psychological Association.
   Google Scholar
• Williams, T., & Donnelly, K. (2012). Talking about cancer toolkit: Making a big subject easy to talk about. London: Macmillan Cancer Support.
   Google Scholar
• Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the theory of planned behaviour. Educational Research and Evaluation, 20(2), 83–97.
   Google Scholar
• Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128–136.
   Web of Science ®Google Scholar
• Yzer, M. (2012). Perceived behavioral control in reasoned action theory: A dual-aspect interpretation. The ANNALS of the American Academy of Political and Social Science, 640(1), 101–117.
   Web of Science ®Google Scholar
• Zinbarg, R. E., Revelle, W., Yovel, I., & Li, W. (2005). Cronbach’s α, Revelle’s β, and Mcdonald’s ωh: Their relations with each other and two alternative conceptualizations of reliability. Psychometrika, 70(1), 123–133.
   Web of Science ®Google Scholar