After the workshop, we help support positive subjective norms by providing ongoing mentoring and monthly cohort meetings for participants and mentors. During the workshop, we help participants develop self-efficacy (perceived behavioral control) by teaching them how to use several different EBIPs, and giving them opportunities to practice facilitating those strategies with their peers. Because we work exclusively with volunteers, we assume that their attitudes toward EBIPs are favorable. The STEM Faculty Institute at Brigham Young University (NSF DUE-1712056) gathers volunteer faculty from among the three STEM colleges: Physical and Mathematical Sciences, Life Sciences, and Engineering and Technology to participate in a week-long summer workshop about EBIPs. Ajzen presents some data that support a claim that intention is more predictive of behavior than attitudes alone in Chapter 6 of his book (Ajzen, 2005). The more favorable the three factors are, the more likely the intention and action are to occur. Thus, it includes both self-efficacy with the use of EBIPs, and external factors such as classroom environments, time, and resources. ![]() ![]() Perceived behavioral control is how able an individual feels to perform a specific behavior, in their context. Students, colleagues, and administrators all have expectations about how STEM faculty teach, so there are relevant subjective norms for all three groups. Subjective norms can be considered social pressures, and include both the perceived expectations of others and how much the individual values those expectations. Attitudes toward teaching and learning generally, and toward the use of EBIPs specifically, are both relevant in this context. ![]() Taking the example of adopting evidence-based instructional practices (EBIPs) as the desired behavior, we can define the factors as follows. This relationship is shown with a dashed line in Figure 1. It is also possible for external factors to directly force or prevent behaviors, regardless of the intention, depending on the degree to which a behavior is actually controlled by the individual, and the degree to which perceived behavioral control is an accurate measure of actual behavioral control. According to the theory of planned behavior (Ajzen, 1991), behaviors are influenced by intentions, which are determined by three factors: attitudes, subjective norms, and perceived behavioral control. The Theory of Planned Behavior model adapted from Ajzen 2005.
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