An Application of the Theory of Reasoned Action: Assessing Success Factors of Engineering Students

Student attrition in engineering is of concern. This study investigated motivational factors necessary to succeed in engineering. The Theory of Reasoned Action (TRA) model was used to guide the suggested paths from learning strategy, interest, and intention to academic performance. Participants were 135 Malaysian and 132 Australian engineering undergraduates who had completed the Study Process Questionnaire (R-SPQ-2F) scale and the Learner Autonomy Profile (LAP-SF) scale. The correlation coefficient analysis showed strong interrelationships between learning strategy, interest and intention. The findings of the structural equation modelling (SEM) revealed unexpected but interesting findings between the two countries. Two different pathways were established for the Malaysian and Australian data suggesting that the TRA model is best suited to the Australian learning context. The findings of this study could help identify a suitable model for explaining success factors in engineering.