Perceived Behavioral Control and Personal Intent to Read Critically in Learning a Foreign Language
Abstract
The purpose of this study was to investigate the correlation between perceived behavioral control and personal intention to read critically among students at the Faculty of Foreign Languages at the University of Tirana. The research examines the impact of perceived behavioral control on personal attitudes toward critical reading during the foreign language learning process, and how students' perceptions of their ability to control their reading behaviors influence their intention to engage in critical reading practices. In addition, to explore behavioral intentions, it is necessary to identify the factors that shape students' intentions toward critical reading, particularly in an era characterized by information overload. The primary data analysis used SPSS (Statistical Package for the Social Sciences) to validate the hypotheses based on a non-probabilistic sampling of 200 students of the Faculty of Foreign Languages of the University of Tirana submitted to a questionnaire. The results reveal that perceived behavioral control is essential in shaping students' intentions to read critically. Our educational strategies are improve critical reading skills and promote a culture of critical engagement among students. The originality lies in the targeted examination of perceived behavioral control within the framework of critical reading, its empirical analysis, and its practical implications for education, not only advance critical reading research but also provide valuable insights for improving educational practices in diverse learning environments.
Keywords: Motivation, Personal intention, Perceived behavioral control, Critical reading, Critical thinking
Full Text:
PDFReferences
AHMADI & POURHOSSEIN (2017). The Impact of Motivation on Reading Comprehension. International Journal of Research in English Education, 2(1), 1–7. https://ijreeonline.com/browse.php?a_id=35&sid=1&slc_lang=en&ftxt=0
AJZEN, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50, 179–211. https://www.researchgate.net/publication/272790646_The_Theory_of_Planned_Behavior
AJZEN, I. (2006). Perceived Behavioral Control, Self-Efficacy, Locus of Control, and the Theory of Planned Behavior. Journal of Applied Social Psychology, 32(4), 665-884. https://doi.org/10.1111/j.1559-1816.2002.tb00236.x
BANDHU, D., MOHAN, M.M., NITTALA, N.A.P., JADHAV, P., BHADAURIA, A., & SAXENA, K.K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychologica (Amsterdam), 244, 104177. DOI: 10.1016/j.actpsy.2024.104177
CELUCH, K., BLACK, G., & WARTHAN, B. (2009). Student Self-Identity as a Critical Thinker: The Influence of Attitudes, Attitude Strength, and Normative Beliefs. Journal of Marketing Education, 31(1), 31–39. https://doi.org/10.1177/0273475308324088
CONNER, M. (2001). Health Behaviors. In International Encyclopedia of the Social & Behavioral Sciences (pp. 6506–6512). Elsevier. https://doi.org/10.1016/B0-08-043076-7/03871-7
COOK, D.A., & ARTINO, A.R. (2016). Motivation to learn: An overview of contemporary theories. Medical Education, 50(10), 997–1014. https://doi.org/10.1111/medu.13074
ENNIS, R.H. (2015). Critical Thinking: A Streamlined Conception. In DAVIES, M., & BARNETT, R. (Eds.). The Palgrave Handbook of Critical Thinking in Higher Education (pp. 31–47). Palgrave Macmillan US. https://doi.org/10.1057/9781137378057_2
FACIONE, P.A. (2000). The disposition toward critical thinking: its character, measurement, and relationship to critical chinking skill. Informal Logic, 20(1). DOI: 10.22329/il.v20i1.2254
FLEMING, H., ROBINSON, O.J., & ROISER, J.P. (2023). Measuring cognitive effort without difficulty. Cognitive, Affective, & Behavioral Neuroscience, 23(2), 290–305. DOI: 10.3758/s13415-023-01065-9.
GUTHRIE, J.T., & WIGFIELD, A. (2000). Engagement and Motivation in Reading. In KAMIL, M.L., MOSENTHAL, P.B., PEARSON, P.D., & BARR, R. (Eds.), Handbook of Reading Research (3rd Ed.). New York, NY: Longman. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=2030728
KAN, M.P.H., & FABRIGAR, L.R. (2017). Theory of Planned Behavior. In ZEIGLER-HILL, V., & SHACKELFORD, T.K. (Eds.). Encyclopedia of Personality and Individual Differences (pp. 1–8). Springer International Publishing. https://doi.org/10.1007/978-3-319-28099-8_1191-1
KIDWELL, B., & JEWELL, R.D. (2010). The Motivational Impact of Perceived Control on Behavioral Intentions. Journal of Applied Social Psychology, 40(9), 2407–2433. https://doi.org/10.1111/j.1559-1816.2010.00664.x
KORAY, Ö., & ÇETINKILIÇ, S. (2020). The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills. Science Education International, 31(4), 400–409. https://doi.org/10.33828/sei.v31.i4.9
NEIGHBORS, C., LINDGREN, K.P., RODRIGUEZ, L., TIDWELL, J., & ZVORSKY, I. (2013). Cognitive Factors in Addictive Processes. In Principles of Addiction (pp. 259–269). Elsevier. DOI: 10.1016/B978-0-12-398336-7.00027-9.
NOR, H.M., & SIHES, A.J. (2021). Critical Thinking Skills in Education: A Systematic Literature Review. International Journal of Academic Research in Business and Social Sciences, 11(11), 198–201. https://hrmars.com/papers_submitted/11529/critical-thinking-skills-in-education-a-systematic-literature-review.pdf
OBI, M. (2023). Investigating an approach for the dissemination of formalised design for additive manufacturing knowledge. A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy. Loughborough University. https://doi.org/10.26174/THESIS.LBORO.23633742.V1
RAD, D., REDEȘ, A., ROMAN, A., EGERĂU, A., LILE, R., DEMETER, E., DUGHI, T., IGNAT, S., BALAȘ, E., MAIER, R., KISS, C., MĂRINEANU, V., BOCOȘ, M., BÂTCĂ-DUMITRU, G.C., CUC, L.D., VANCU, G., RAD, G., & CHIȘ, R. (2022). The use of theory of planned behavior to systemically study the integrative-qualitative intentional behavior in Romanian preschool education with network analysis. Frontiers in Psychology, 13, 1017011. https://doi.org/10.3389/fpsyg.2022.1017011
SAIDALVI, A., NOOREZAM, M., FAKHRUDDIN, W.F.W.W., & AB AZIZ A.A. (2020). Self-Perceptions and Actual Performance of Critical Reading Skills Among Malaysian Engineering Students. https://www.researchgate.net/publication/376199791_Self-Perceptions_and_Actual_Performance_of_Critical_Reading_Skills_Among_Malaysian_Engineering_Students
SEYMOUR, S., & WALSH, L. (2006). Essentials of Teaching Academic Reading. Boston, MA: Houghton Mifflin Harcourt. https://www.scirp.org/reference/referencespapers?referenceid=2885904
SNIPPE, M.H.M, PETERS, G.-J.Y.P., & KOK, G. (2021). The operationalization of self-identity in reasoned action models: a systematic review of self-identity operationalizations in three decades of research. Health Psychology and Behavioral Medicine, 9(1), 48–69. DOI: 10.1080/21642850.2020.1852086.
SPARKS, P., GUTHRIE, C.A., & SHEPHERD, R. (2006). The Dimensional Structure of the Perceived Behavioral Control Construct. Journal of Applied Social Psychology, 27(5), 418–438. https://onlinelibrary.wiley.com/doi/10.1111/j.1559-1816.1997.tb00639.x
TAGLIERBER, L.K. (2008). Critical reading and critical thinking. Ilha do Desterro: A Journal of English Language Literatures in English and Cultural Studies, 44, 141–163, https://doi.org/10.5007/2175-8026.2003n44p141
TURAN, U., FIDAN, Y., & YILDIRAN, C. (2019). Critical Thinking as a Qualified Decision Making Tool. Journal of History Culture and Art Research, 8(4), 1. https://doi.org/10.7596/taksad.v8i4.2316
WALLSTON, K. (2001). Perceived Behavioral Control. In International Encyclopedia of the Social & Behavioral Sciences. https://www.sciencedirect.com/topics/psychology/perceived-behavioral-control
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. https://doi.org/10.1177/0002716211423500
Refbacks
- There are currently no refbacks.