Mapping the Integration of Theory of Planned Behavior and Self-Determination Theory in Education
A Scoping Review on Teachers’ Behavioral Intentions
Bibliographic Data
| ID | 22047971 |
|---|---|
| Authors | Qian Jia (0000-0003-2533-0762, Universidad Complutense de Madrid), Carlos Martínez Hernández (0000-0002-6526-6905, Universidad Complutense de Madrid), Juan Peña-Martínez (0000-0001-9395-7976, Universidad Complutense de Madrid, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 11 |
| Pages | 1529 |
| Publication date | 2025-11-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15111529 |
| OpenAlex | W4416192657 |
| Language | EN |
| Citations received | 1 |
| References cited | 50 |
Teachers’ motivation and behavioral intentions are pivotal to implementing educational innovations effectively. Understanding these processes requires theoretical frameworks that capture both deliberate decision-making and underlying motivational forces. The Theory of Planned Behavior (TPB) and Self-Determination Theory (SDT) have each contributed valuable insights, yet both face limitations when used independently. Integrating TPB and SDT may provide a more comprehensive account of how self-determined motivation shapes attitudes, subjective norms, and perceived behavioral control—the proximal predictors of intention proposed by TPB. This scoping review, conducted following the PRISMA-ScR framework, examines how TPB–SDT integration has been applied to study teachers’ behavioral intentions. A search across five databases—EBSCO, Scopus, Web of Science, ERIC, and CNKI—identified 1384 records, of which nine studies met the inclusion criteria. Most studies employed quantitative approaches, particularly structural equation modeling, while longitudinal, mixed-methods, and intervention-based designs were rare. Cross-cultural comparisons were lacking, and in-service teachers were studied more often than pre-service teachers. Findings reveal a limited but expanding body of research on TPB-SDT integration in education, with attitudes and autonomy emerging as the most consistent predictors of teachers’ intentions. This review highlights theoretical potential, methodological gaps, and directions for advancing research on teacher motivation
Autonomy · Feature integration theory · Goal theory · Psychological Theory · Self-determination theory · Structural equation modeling · Theory of planned behavior · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Teacher Professional Development and Motivation
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |