The current study investigates the use of the reasoned action model (Fishbein & Ajzen, 2010) as an assessment tool for the basic communication course. Specifically, this study examines how attitude towards behaviors, subjective norms, and perceived behavioral control influence students’ behavioral intentions to use communication behaviors taught in the basic course outside of class. In addition to the stated variables in the reasoned action model, this study also examines how knowledge gain influences behavioral intention. Data was collected from 2,228 students enrolled in a basic communication course at a large southwestern university, and a random sample of 666 students was included in the analyses for the current study. Attitudes toward the behaviors, perceived behavioral control, and knowledge gain all positively influenced students’ behavioral intention to enact behaviors learned in the basic course, while subjective norms had a negative effect. The theoretical and practical implications discussed provide basic course directors with innovative ways to use the reasoned action model to assess the utility of the communication behaviors taught in basic courses.
Burns, Michael E.; Farris, Kristen L.; Paz, Mark; and Dyhre, Sean
"Thriving Instead of Surviving: The Role of the Reasoned Action Model in Assessing the Basic Course,"
Basic Communication Course Annual: Vol. 33, Article 12.
Available at: https://ecommons.udayton.edu/bcca/vol33/iss1/12