Base on the foundation theory – TPB, the research model is illustrated as figure 2.1 (page 18). There are three factors that affect to intention to take part in extra-curricular: (1) Attitude toward extra-curricular, (2) Subjective norms toward extra-curricular, and (3) Perceived behavioral control. In addition, because of following reason, research model is added one more factor from signaling theory, that is Clarity of extra-curricular information. Hence, there are four independent variables that affect on dependent variable in the finally model. The detail discussions are in the next sections.
Attitude toward extra-curricular
According to Azjen (1991), Attitude toward behavior has an effect on intention to perform an action. In addition, many conducted studies have figured out this relationship (Budd, 1986; Netmeyer & Burton, 1990)
In this study, attitude toward extra-curricular shows the student’s assessments about the benefits of joining in extra-curricular activities. In order to decide whether participate in extra-curricular or not, a student will think about some results from this activity such as get more relationship, knowledge, skills, and so on. Hence, if a student thinks that he/she can get benefits from this activity, the student will join in.
In addition, the theory of Schwartz also consolidates this relationship. This is suitable with the Self-direction value in Theory of basic human values proposed by Schwartz (1992, 2005). This value express the selection or evaluation about people, events, actions, so on. People will choose to perform the action that help them can control and mastery suitable things to achieve their goals. Base on the consequences, people will consider which action is good or bad in order to perform or avoid.
Hypothesis 1: There is a positive relationship between Attitudes toward extra- curricular and Intention to take part in extra-curricular activities.
Subjective norm toward extra-curricular
Subjective norm can be considered as social pressure to a person. This factor express a person’s feeling about whether other people who are important to this one think that he or she should perform an action or not. Azjen (1991) suggested that there is a positive relationship between Subjective norm and Intention. In addition, the Conformity value in Theory of Basic human value also reinforces idea of Azjen.
This value describes restrained actions of human to upset or harm others, especially close people such as parents, teachers, and bosses. The characters of this value are
self-discipline, obedient, politeness, honoring parents and elders (Schwartz, 2006).
Hence, people have tendency to do things that are suitable to social norm, or suitable to opinion of people who are important to them.
Linking to this study, a student will take part in extra-curricular if he thinks that his parents, teachers, friends, and other important people to him suppose that he should take part in extra-curricular activities, therefore the following hypothesis will be considered.
Hypothesis 2: There is a positive relationship between Subjective norm toward extra-curricular and Intention to take part in extra-curricular activities.
Perceived behavioral control
The last factor in the theory of planned behavior is Perceived behavioral control. It can be considered as person’s capability to perform an action. This factor also resembles a factor in Schwartz’s theory. In Theory of Basic human value, Schwartz (1992, 2005) also mentioned a value that is the same to last factor of TPB, it is Security value. This value derive from basic individual and group requirements (Kluckhohn, 1951; Maslow, 1965), it expresses that people tend to do things that are safe to them, or they can do it easily.
Applying to this study, if a student believes that extra-curricular can be performed easily, and he or she has enough condition to take part in extra-curricular such as time, money, transportation, so on, this student will join in.
Hypothesis 3: There is a positive relationship between Perceived behavior control and Intention to take part in extra-curricular activities.
Clarity of extra-curricular information
Information affects the decision-making processes used by individuals in households, businesses, and government. Individuals make decisions based on public information, which can get freely, and private information, which is available to some groups of the public (Connelly et al., 2011). However, the information that the receiver have is not always the same to the sender have. Signaling theory is fundamentally concerned with reducing information asymmetry between two parties (Spence, 2002). It is useful for describing behavior when two parties (individuals or organizations) have access to different information. Signaling theory plays an important role in a variety of management literatures such as entrepreneurship, strategic management, and human resource management (Connelly et al., 2011).
There are a variety of studies in this field. The review of Connelly et al. (2011) has figured out previous findings. Chung and Kalnins (2001) showed that more signals increase signaling effectiveness; Signals that are more visible are more effective (Zhang & Wiersema, 2009); Multiple signals (increasing frequency) improves the likelihood of accurate interpretation (Filatotchev & Bishop, 2002);
Good signals are observable, irreversible, governed, and credible (Janney & Folta, 2006).
In the research concern with loyalty in Master of Business Administration (MBA) education programs, Tho (2009) had found that signal quality affect to perceived quality. The quality of a signal plays an important role to make customers inferences about the signal. Hence, the relationship between signal quality about extracurricular activities and the student’s attitude will be tested.
There are three parts of a quality signal: (1) clarity, (2) credibility, and (3) consistency (Erdem and Swait, 1998). As the definition of Erdem and Swait, there are three properties of a quality signal. In this study, however, the author will test the first component: “clarity factor”. The authorities of universities creates extra- curricular programs to give more benefits to their students, not for their own profits so that the information may not be incredibility. In education environment, in addition, the information should right and can be trusted. The issue is that whether the university publishes information to each student, or each student can get information easily, or they can understand clearly the information. Therefore, the signal quality in this study is considered as clarity of information.
If the extracurricular information is clarity, student can get clear information and understand fully the benefit from these activities, therefore it may positive affects to the attitude of student. In the current research, the relationship between clarity of extra-curricular information and attitudes toward extra-activities will be tested. In addition, this research also find out whether the clarity of extra-curricular information affect to intention to take part in extra-curricular or not. If a student receive enough and relevant information about extra-curricular activities, whether
he/she has a positive attitude about these activities, and whether this student decides to participate with these activities.
Hypothesis 4a: There is a positive relationship between clarity of extra- curricular information and Attitudes toward extra-activities.
Hypothesis 4b: There is a positive relationship between clarity of extra- curricular information and Intention to take part in extra-curricular activities.
Moderating variables
Gender
There are many studies that have conducted to show the differences between men and women. In physical research, for example, Wright et al. (2008) find the differences in hemispheres between men and women. In psychological study, researchers believe that women are more related with others than men. However men are more autonomous and individuated (Chodorov, 1990). According to Gilligan (1982), women pay more attention on care and responsibility while men focus on justice and fairness. In addition, Schwartz (2005) points that female is benevolence and universalism while male focus on power and achievement.
Because of these differences, this study will test the effect of gender on relationship between three factors and intention to participate extra-curricular.
H5a: Gender plays the role as moderating variable in research model
Education
According to Kohn & Schooler (1983), education experiences enhance the intellectual openness, flexibility, and give people a breadth of perspective,
therefore, in different level of education, people will have different way to act. In addition, the education has positively relationship with achievement values Schwartz (2006). Hence, students with different year in university could act in different ways of extra-curricular activities. The effect of year in university will be tested in this study as mediating variable.
H5b: School Year variable plays the role as moderating variable in research model
Job after school
Students do part-time jobs after school is popular in our current society. Some common jobs that students usually do are tutor, waiter/waitress, sale, so on.
Students can get salary for spending in their student life from these jobs. In addition, student can accumulate real experiences and skills. However, the students who have to work after school do not have time for other activities. In addition, these students may have different attitude comparing to students who have much free time. Hence, in this study the effect of job after school will be tested as mediating variable.
H5c: Job after school variable plays the role as moderating variable in research model
Intention to participate extra-curricular
Attitudes toward extra- curricular activities
Perceived behavioral control
Subjective norm toward extra curricular
Gender H1
H2
H3
Year H5a
Clarity of extra-curriculum information
H4b H4a
Job after school H5b
Figure 2.4 Research Model H5c