Attitudes, Subjective Norm, Perceived Preventive Factors, Intentions and Learning Science: Testing a Modified Theory of Reasoned Action

S ummary . The aims of this study were to investigate (1) a repeated measures procedure for assessing behaviour intention and learning behaviour in the field of secondary school science learning, and (2) the relationship of perceived preventive factors to other affective variables in a modified version of the Ajzen‐Fishbein theory of reasoned action. Eighty‐two boys and girls, aged 12–15, in a large inner city comprehensive school were assessed over seven successive science lessons in terms of: attitude, subjective norm, perceived preventive factors, overall prior learning behaviour, behaviour intention and past lesson learning behaviour. It was found that there was some correspondence between repeated classroom observation data and self and teacher reports of learning behaviour. Attitude and past learning behaviour, but not subjective norm, had a significant correlation with behaviour intention, as behaviour intention did with subsequent learning behaviour. Perceived preventive factors, however, had the strongest correlation with subsequent behaviour intention and learning behaviour and this persisted even when the contribution of other variables was partialled out. The findings are discussed in terms of the classroom assessment of these affective variables and possible modifications to a theory of reasoned action.