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<p>Translation education is essential for global communication but remains under-researched. This study revisits Ajzen’s Theory of Planned Behavior (TPB) to explore how students’ beliefs influence their engagement in translation programs using a new model. A new TPB questionnaire was developed and validated using a Reflective-Reflective Higher-Order Construct (R-R HOC) model. Data were collected from 45 undergraduate and graduate students across ten Saudi universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to assess both measurement and structural models. Bootstrapping with 5,000 subsamples supported the statistical significance of all path relationships. The results confirmed strong reliability and validity for the four TPB constructs—intention, attitude toward behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). These constructs collectively predicted students’ planned behavior beliefs. No significant differences were found by gender or education level, suggesting similar beliefs across groups. Thematic analysis of open-ended responses highlighted students’ calls for practical training, specialized courses, and better integration of technology in translation programs. This study demonstrates the value of combining social psychology with translation education and offers a validated model for future research. It encourages curriculum designers and policymakers to consider psychological constructs when shaping translation education programs.</p>

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Validating ajzen’s theory of planned behavior in Saudi translation education programs using a reflective structural equation model

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  • 发表日期：

    2025年6月4日

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  • Munassir Alhamami

摘要

Translation education is essential for global communication but remains under-researched. This study revisits Ajzen’s Theory of Planned Behavior (TPB) to explore how students’ beliefs influence their engagement in translation programs using a new model. A new TPB questionnaire was developed and validated using a Reflective-Reflective Higher-Order Construct (R-R HOC) model. Data were collected from 45 undergraduate and graduate students across ten Saudi universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to assess both measurement and structural models. Bootstrapping with 5,000 subsamples supported the statistical significance of all path relationships. The results confirmed strong reliability and validity for the four TPB constructs—intention, attitude toward behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). These constructs collectively predicted students’ planned behavior beliefs. No significant differences were found by gender or education level, suggesting similar beliefs across groups. Thematic analysis of open-ended responses highlighted students’ calls for practical training, specialized courses, and better integration of technology in translation programs. This study demonstrates the value of combining social psychology with translation education and offers a validated model for future research. It encourages curriculum designers and policymakers to consider psychological constructs when shaping translation education programs.