Theory of Planned Behavior Questionnaire

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Abstract

The Theory of Planned Behavior Questionnaire (TPB Questionnaire) is a highly adaptable research instrument used to operationalize and measure the core constructs of Icek Ajzen’s Theory of Planned Behavior (TPB). The TPB is a prominent social psychological theory positing that human actions are guided by three primary motivational components: attitude toward the behavior, subjective norm, and perceived behavioral control (PBC).

These constructs collectively determine a person’s behavioral intention, which is considered the immediate antecedent of the actual behavior. The questionnaire assesses these factors using multi-item, typically seven-point bipolar adjective scales. While no single standardized TPB questionnaire exists, the instrument provides a structured methodology for researchers to develop context-specific measures, ensuring compatibility with the target behavior, population, and time period under investigation.

Keywords

Theory of Planned Behavior, TPB Questionnaire, Behavioral Intention, Attitude, Subjective Norm, Perceived Behavioral Control, Behavioral Prediction, Social Psychology, Ajzen.

Authors

Ajzen, I.

Purpose

The primary purpose of the TPB Questionnaire methodology is to systematically assess the main constructs of the Theory of Planned Behavior. By quantifying these theoretical determinants—Attitude, Subjective Norm, and Perceived Behavioral Control—the instrument allows researchers to predict and understand the underlying motivations leading to a specific behavioral intention, and subsequently, the performance of the behavior itself.

Due to the theory’s focus on volitional actions, the questionnaire is custom-built for each unique research context, requiring extensive formative research to ensure that the beliefs and normative referents measured are salient and relevant to the specific population and action being studied.

Construct

The TPB Questionnaire is designed to measure the components that guide human action, rooted in specific beliefs:

  • Attitude toward the behavior: This is the degree to which a person has a favorable or unfavorable evaluation of the behavior in question. It is formed by aggregating behavioral beliefs about the likely consequences of performing the behavior.
  • Subjective Norm: This reflects the perceived social pressure to engage or not engage in a behavior. It is formed by combining normative beliefs (about the expectations of important referent individuals or groups) and the motivation to comply with those expectations.
  • Perceived Behavioral Control (PBC): This refers to the perceived ease or difficulty of performing the behavior. PBC aggregates control beliefs about the presence of factors that may facilitate or impede performance. PBC serves as a proxy for actual control and helps predict behaviors that are not entirely under volitional control.
  • Behavioral Intention: This is the motivational readiness to perform the behavior. It is the weighted combination of attitude, subjective norm, and PBC, and is considered the direct antecedent of the action.

Validity

Since the TPB Questionnaire is a methodological framework rather than a fixed scale, validity must be established empirically for each application. The construction process emphasizes ensuring that all items are formulated to be exactly compatible with the defined behavioral criterion.

The formative research phase is crucial for ensuring content validity, as it elicits the most salient behavioral outcomes, normative referents, and control factors specific to the population being studied. Furthermore, researchers are advised to use the pilot questionnaire data to select reliable and valid items, ensuring the measures of different constructs exhibit discriminant validity.

Reliability

The methodology stresses the importance of achieving a high degree of internal consistency for the direct measures of Attitude, Subjective Norm, Perceived Behavioral Control, and Intention. Researchers typically evaluate this consistency using statistical measures, such as a high alpha coefficient (Cronbach’s Alpha), during the pilot testing phase. Items that detract from the scale’s internal consistency may be dropped to improve the reliability of the final questionnaire used in the main study.

Factor Analysis

To rigorously evaluate the quality of the developed scales, the methodology recommends employing advanced statistical techniques. Specifically, Confirmatory factor analysis (CFA) is suggested as a powerful means of assessing whether the items formulated to measure each construct (e.g., Attitude, Subjective Norm) load uniquely onto their intended latent factor and demonstrate sufficient discriminant validity from other constructs within the TPB model.

Instrument

Test Type: Psychological Scale / Behavioral Prediction Model Assessment

Format: Self-report questionnaire, utilizing 7-point bipolar adjective scales (e.g., semantic differential scales) for direct measures and belief strength/evaluation items.

Language Available: Context-dependent; must be adapted and validated for the specific research population and language.

Population Group: Highly flexible, ranging from clinical populations (e.g., post-operative patients regarding exercise) to general populations (e.g., students regarding class attendance).

Age Group: Varies depending on the specific behavior and research target.

Population Details: Requires defining the specific research population and conducting formative research to elicit modal salient beliefs unique to that group.

Test Methodology: Multi-stage construction process involving: 1) Defining the behavior (Target, Action, Context, Time); 2) Specifying the research population; 3) Formulating direct measures; 4) Administering a pilot questionnaire to elicit salient beliefs; 5) Constructing sets of modal salient beliefs; and 6) Preparing the standard questionnaire with belief measures, direct measures, and background factors.

Keywords

TPB, Beliefs, Behavioral Beliefs, Normative Beliefs, Control Beliefs, Attitude, Intention, Prediction, Psychometrics, Scale Development.

Authors

Author ORCID Identifier: Not provided in source.

Affiliation Email addresses: Not provided in source.

Correspondence Address: Not provided in source.

Permissions & Fee and Test Year

The Theory of Planned Behavior Questionnaire is not a proprietary, fixed instrument; it is a template derived from the theoretical framework established by Icek Ajzen. Researchers are required to construct their own context-specific questionnaire following the methodology outlined in key references (e.g., Ajzen, 1991; Fishbein & Ajzen, 2010).

Test Year: Methodology formalized in 1991 (Ajzen) and further detailed in 2010 (Fishbein & Ajzen).

Permissions: Researchers must develop and validate their own items. Further guidance and frequently asked questions regarding the construction process can be found on the author’s official FAQ page: https://people.umass.edu/aizen/faq.html

Reference’s

  • Ajzen, I. (1991) The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211.

  • Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. New York: Psychology Press. (Provides detailed instructions for questionnaire construction).

Items of the Theory of planned behavior Questionnaire

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

Class Attendance: Opinion Survey

As you know, class attendance at UMass varies widely. Some students attend all their classes while others miss many class meetings. The present survey is part of an investigation that tries to discover some of the reasons why students attend or fail to attend class meetings. Specifically, we are interested in your personal opinions regarding regular class attendance. By regular class attendance we mean being present at all lecture and discussion section meetings, except in cases of serious illness or other emergencies. Please read each question carefully and answer it to the best of your ability. There are no correct or incorrect responses; we are merely interested in your personal point of view.

Please enter the date, the course number, and your name in the designated spaces above.

Your name is needed for follow-up surveys. However, all responses to this survey are completely confidential. The instructor of this course has nothing to do with this study and will not see your responses. All identifying information will be removed from this questionnaire and destroyed as soon as all data has been collected. Please be assured that the information you provide in this study will have no effect on your grade.

Instructions

Many questions in this survey make use of rating scales with 7 places; you are to circle the number that best describes your opinion. For example, if you were asked to rate “The Weather in Amherst” on such a scale, the 7 places should be interpreted as follows:

The Weather in Amherst is:

good :       1       :       2       :       3       :        4       :       5       :       6       :        7       : bad extremely      quite        slightly        neither      slightly        quite      extremely

If you think the weather in Amherst is extremely good, then you would circle the number 1, as follows:

The Weather in Amherst is:

good :      O1      :        2        :       3        :       4        :        5       :        6        :       7        : bad If you think the weather in Amherst is quite bad, then you would circle the number 6, as follows.

The Weather in Amherst is:

good :        1        :       2        :        3        :       4        :       5        :      O6      :       7        : bad If you think the weather in Amherst is slightly good, then you would circle the number 3.

The Weather in Amherst is:

good :        1        :       2        :      O3      :       4        :        5       :        6        :       7        : bad If you think the weather in Amherst is neither good nor bad, then you would circle the number 4.

The Weather in Amherst is:

good :        1        :       2        :        3       :      O4      :       5        :        6        :       7        : bad

In making your ratings, please remember the following points:

  • Be sure to answer all items – do not omit
  • Never circle more than one number on a single

Please answer each of the following questions by circling the number that best describes your opinion. Some of the questions may appear to be similar, but they do address somewhat different issues. Please read each question carefully.

[Outcome Evaluations]

  1. For me to gain a better understanding of the subject matter of this course is extremely good :  1    :    2   :   3    :    4    :    5    :   6    :   7    : extremely bad
  2. For me to do well and get a high grade in this class is extremely good :   1    :    2   :   3    :    4    :    5    :   6    :   7    : extremely bad
  3. For me to have an opportunity to interact with the instructor and other students in this class is extremely good :  1    :    2   :   3    :    4    :    5    :   6    :   7    : extremely bad
  4. For me to miss sleep is extremely good :   1    :    2   :   3    :    4    :    5    :   6    :   7    : extremely bad
  5. For me to keep up with my studies in this class is extremely good :   1    :    2   :   3    :    4    :    5    :   6    :   7    : extremely bad
  6. For me to develop good study habits, self-discipline, and a feeling of self-satisfaction is extremely good :  1    :    2   :   3    :    4    :    5    :   6    :   7    : extremely bad
  7. My missing out on activities outside this class is extremely good :   1    :    2   :   3    :    4    :    5    :   6    :   7    : extremely bad
  8. My getting information and explanations regarding materials to be covered on tests in this class is extremely good :  1    :    2   :   3    :    4    :    5    :   6    :   7    : extremely bad
  9. My being subjected to tedium and boredom is extremely good :   1    :    2   :   3    :    4    :    5    :    6    :   7    : extremely bad
  10. Getting my money’s worth during my time at UMass is extremely good :   1    :    2   :   3    :    4    :    5    :   6    :   7    : extremely bad

[Past Behavior: Self-Report]

  1. During the past 4 weeks, what percentage of meetings of this class have you attended? During the past 4 weeks, I have attended about % of the meetings of this

[Direct Measures of Perceived Behavioral Control, Subjective Norm, Attitude, and Intention]

  1. For me to attend the meetings of this class on a regular basis is extremely difficult :   1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely easy
  2. Most people who are important to me think that I should :   1    :    2   :    3    :   4    :    5    :    6    :   7    : I should not attend the meetings of this class on a regular basis
  3. For me to attend the meetings of this class on a regular basis is extremely good :   1    :    2   :   3    :    4    :    5    :   6    :   7    : extremely bad
  4. I plan to attend the meetings of this class on a regular basis extremely likely :   1    :    2   :   3    :    4    :    5    :   6    :    7    : extremely unlikely
  5. Whether or not I attend the meetings of this class on a regular basis is completely up to me strongly disagree :  1    :    2   :    3    :   4    :    5    :    6    :   7    : strongly agree
  6. Most of the students in this class with whom I am acquainted attend meetings of this class on a regular basis definitely true :   1    :   2    :    3   :    4    :   5    :    6    :    7    : definitely false
  7. For me to attend the meetings of this class on a regular basis is extremely valuable :   1    :   2    :    3    :    4   :   5    :    6    :    7    : extremely worthless
  8. I am confident that if I wanted to I could attend the meetings of this class on a regular basis definitely true :  1    :   2    :    3   :    4    :   5    :    6    :    7    : definitely false
  9. It is expected of me that I attend the meetings of this class on a regular basis definitely true :  1    :   2    :    3   :    4    :   5    :    6    :    7    : definitely false
  10. For me to attend the meetings of this class on a regular basis is extremely pleasant :   1    :   2    :    3    :    4    :   5    :    6   :    7    : extremely unpleasant
  11. I will make an effort to attend the meetings of this class on a regular basis I definitely will :   1    :    2    :    3    :    4    :   5    :    6    :    7   : I definitely will not
  12. For me to attend the meetings of this class on a regular basis is impossible :  1    :    2    :    3    :    4    :   5   :    6    :    7    : possible
  13. Most people whose opinions I value would approve of my attending the meetings of this class on a regular basis strongly disagree :   1    :    2   :    3    :   4    :    5    :    6    :   7    : strongly agree
  14. For me to attend the meetings of this class on a regular basis is interesting :  1    :    2    :   3    :    4   :    5    :    6    :   7    : boring
  15. I intend to attend the meetings of this class on a regular basis strongly agree :   1    :   2    :    3    :    4    :   5    :    6    :    7    : strongly disagree

[Motivation to Comply]

  1. Generally speaking, how much do you care what the instructor of this course thinks you should do? not at all :   1    :    2    :    3    :   4    :    5   :    6    :   7    : very much
  2. Generally speaking, how much do you care what your parents think you should do? not at all :   1    :    2    :    3    :   4    :    5   :    6    :   7    : very much
  3. Generally speaking, how much do you care what your close friends think you should do? not at all :   1    :    2    :    3    :   4    :    5   :    6    :   7    : very much
  4. Generally speaking, how much do you care what your classmates think you should do? not at all :   1    :    2    :    3    :   4    :    5   :    6    :   7    : very much

[Behavioral Beliefs]

  1. Attending the meetings of this class on a regular basis will help me to gain a better understanding of the subject matter of this course extremely unlikely :   1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely likely
  2. Attending the meetings of this class on a regular basis will help me to do well and get a high grade in this class extremely unlikely :   1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely likely
  3. Attending the meetings of this class on a regular basis will give me an opportunity to interact with the instructor and other students in the class extremely unlikely :   1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely likely
  4. Attending the meetings of this class on a regular basis will cause me to miss sleep extremely unlikely :  1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely likely
  5. Attending the meetings of this class on a regular basis will help me to keep up with my studies extremely unlikely :  1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely likely
  6. Attending the meetings of this class on a regular basis will help me to develop good study habits, self-discipline, and a feeling a self-satisfaction extremely unlikely :   1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely likely
  7. Attending the meetings of this class on a regular basis will make me miss out on activities outside of this class extremely unlikely :   1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely likely
  8. Attending the meetings of this class on a regular basis will help me to get information and explanations regarding materials to be covered on tests extremely unlikely :   1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely likely
  9. Attending the meetings of this class on a regular basis will subject me to tedium and boredom extremely unlikely :  1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely likely
  10. Attending the meetings of this class on a regular basis will help me to get my money’s worth during my time at UMass extremely unlikely :   1    :   2    :    3    :    4    :   5    :    6    :    7    : extremely likely

[Control Beliefs]

  1. How often do you encounter unanticipated events that place demands on your time? very rarely :  1    :    2    :   3    :    4    :    5   :   6    :   7    : very frequently
  2. How often do you feel ill, tired or listless? very rarely :   1    :    2    :   3    :    4    :    5   :   6    :   7    : very frequently
  3. How often do family obligations place unanticipated demands on your time? very rarely :  1    :    2    :   3    :    4    :    5   :   6    :   7    : very frequently
  4. How often does work or employment place unanticipated demands on your time? very rarely :  1    :    2    :   3    :    4    :    5   :   6    :   7    : very frequently
  5. How often do other courses place heavy demands on your time? very rarely :   1    :    2    :   3    :    4    :    5   :   6    :   7    : very frequently
  6. How often do you fail to do the assignments of this course on time? very rarely :   1    :    2    :   3    :    4    :    5   :   6    :   7    : very frequently

[Power of Control Factors]

  1. If I encountered unanticipated events that placed demands on my time, it would make it more difficult for me to attend the meetings of this class on a regular basis strongly agree :   1    :   2    :    3    :    4    :   5    :    6    :    7    : strongly disagree
  2. If I felt ill, tired, or listless, it would make it more difficult for me to attend the meetings of this class on a regular basis strongly agree :   1    :   2    :    3    :    4    :   5    :    6    :    7    : strongly disagree
  3. If I had family obligations that placed unanticipated demands on my time , it would make it more difficult for me to attend the meetings of this class on a regular basis strongly agree :   1    :   2    :    3    :    4    :   5    :    6    :    7    : strongly disagree
  4. If work or employment placed unanticipated demands on my time, it would make it more difficult for me to attend the meetings of this class on a regular basis strongly agree :   1    :   2    :    3    :    4    :   5    :    6    :    7    : strongly disagree
  5. If other classes placed heavy demands on my time, it would make it more difficult for me to attend the meetings of this class on a regular basis strongly agree :   1    :   2    :    3    :    4    :   5    :    6    :    7    : strongly disagree
  6. If I failed to do the assignments for this course on time, it would make it more difficult for me to attend the meetings of this class on a regular basis strongly agree :   1    :   2    :    3    :    4    :   5    :    6    :    7    : strongly disagree

[Normative Beliefs]

  1. The instructor of this course thinks that I should attend the class meetings on a regular basis extremely likely :  1    :    2   :   3    :    4    :    5    :   6    :    7    : extremely unlikely
  2. My parents think that I should attend the meetings of this class on a regular basis extremely likely :  1    :    2   :   3    :    4    :    5    :   6    :    7    : extremely unlikely
  3. My close friends think that I should attend the meetings of this class on a regular basis extremely likely :  1    :    2   :   3    :    4    :    5    :   6    :    7    : extremely unlikely
  4. My classmates think that I should attend the meetings of this class on a regular basis extremely likely :  1    :    2   :   3    :    4    :    5    :   6    :    7    : extremely unlikely

[Behavior: Observed]

Percentage of classes actually attended.

Cite this article

Mohammed looti (2025). Theory of Planned Behavior Questionnaire. Psychological Scales & Instruments Database. Retrieved from https://db.arabpsychology.com/scales/theory-of-planned-behavior-questionnaire/

Mohammed looti. "Theory of Planned Behavior Questionnaire." Psychological Scales & Instruments Database, 23 Oct. 2025, https://db.arabpsychology.com/scales/theory-of-planned-behavior-questionnaire/.

Mohammed looti. "Theory of Planned Behavior Questionnaire." Psychological Scales & Instruments Database, 2025. https://db.arabpsychology.com/scales/theory-of-planned-behavior-questionnaire/.

Mohammed looti (2025) 'Theory of Planned Behavior Questionnaire', Psychological Scales & Instruments Database. Available at: https://db.arabpsychology.com/scales/theory-of-planned-behavior-questionnaire/.

[1] Mohammed looti, "Theory of Planned Behavior Questionnaire," Psychological Scales & Instruments Database, vol. X, no. Y, ص Z-Z, October, 2025.

Mohammed looti. Theory of Planned Behavior Questionnaire. Psychological Scales & Instruments Database. 2025;vol(issue):pages.

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