Understanding Dutch students' subject choices in secondary education using the Theory of Planned Behavior

• Published in: Educational research and evaluation Vol. 29; no. 1-2; pp. 1 - 26
• Main Authors: Dijks, M. A., Warrens, M. J., Korpershoek, H., Bosker, R. J.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 17.02.2024; Taylor & Francis Ltd
• Subjects: Academic guidance counseling; Beliefs; confirmatory factor analysis; Secondary education; Secondary school students; Structural equation modeling; Student attitudes; subject choices; Theory of planned behavior
• ISSN: 1380-3611; 1744-4187
• DOI: 10.1080/13803611.2023.2290508

Subject choices in secondary education are important decisions, since they critically determine the tertiary fields of study that pupils can pursue. Multiple variables may play a role in pupils' decisions, such as their social environment and attitudes. The current study investigated subject choice intentions using the Theory of Planned Behavior (TPB; Fishbein & Ajzen, 2010 ). Structural equation modelling was used to investigate TPB for Dutch students in senior general and pre-university education (N = 1295). A new model with second-order factors accommodated the high correlations between the latent constructs. The new second-order factors were referred to as considerations (determined by attitude, subjective norm and perceived control) and beliefs (behavioral, normative and control beliefs). In total, 90.3% of the variance in choice intention was determined by considerations; students' attitudes were the most important factor. Considering a broad spectrum of beliefs and considerations seems desirable when guiding students in their subject choices.