Relationship between Planned Behavior in Front of the Desire That

Student Has to Enroll in the Public Accounting Programs on

Distance-teaching Mode in Colombia

Edward Ferney Quintero Rengifo

, Libia Biviana Rodríguez Rojas

and Myrian Días Rueda

Corporación Universitaria Minuto de Dios, UNIMINUTO Virtual y a Distancia, Bogotá D.C., Colombia

Psychologist, Bogotá D.C., Colombia

Keywords: Planned Behavior, Distance Education, Desire, Public Accounting.

Abstract: Studies on planned behavior and its relationship with consumer practices showing the influence of attitudes,

control of perceived behavior, and subjective norm on purchase intention and behavior. Thus, the present

research aims to establish the relationship between attitudes, subjective norms and behavior control, compared

to the intention of the student to enroll in Public Accounting programs in the Distance modality in Colombia.

A correlational study has been carried out, with probability sampling, applying a structured survey with 78

items to 748 students. The results show that there is a relationship between attitudes and subjective norms,

and the desire to enroll in Public Accounting programs in the Distance modality in Colombia at 24.2%. The

present investigation shows that intention is not a predictor variable; therefore, desire is included in the

planned behavior model by identifying that there is a linear equation that predicts desire to enroll.

1 THEORETICAL FRAMEWORK

The great challenges faced by the education sector are

associated with coverage, quality, incorporation of

Information and Communication Technologies (ICT),

and updating of pedagogical and curricular

approaches (González-Sanmamed, Sangrà, Souto-

Seijo, & White, 2018). Consequently, the Distance

modality originates as a source of education directed

at people who, for family, work, economic reasons,

or place of residence, do not have access to higher

education (Zárate, Alvarado & Chávez, 2017). In this

sense, the distance academic offer requires social

commitment and is closely linked to the equitable

generation of opportunities, guaranteeing quality in

an inclusive education (Acosta, 2011). Distance

education has shown in recent years to be capable of

reducing the social inequality gap (Torres, 2017), of

training people in remote places, of providing the

possibility to the disabled community, and of

allowing those who do not have enough economic

resources access to opportunities that were previously

unimaginable (Aretio, 2017).

In relation to distance higher education in

https://orcid.org/0000-0002-0512-389X

Colombia, the regulatory framework on the higher

education system is copious, tangled, and even for

some too detailed (Arboleda and Rama, 2013). The

specific regulations on the Distance modality have

been scarce and modest both in its content and in the

legal instruments used. It has been said that there is

only one education, and the differences between face-

to-face and distance “modalities”, is simply

methodological (García, 2008). In this sense,

classifying the so-called distance higher education as

a simple modality, and not giving it the importance

and position that it should have today in society,

translates into ignoring the progress that it has

achieved and the barriers that it has eliminated in time

and space (Peralta, 2017). The mere fact of accepting

at the beginning the norms and laws elaborated

exclusively for face-to-face education, shows that a

lot is still needed in terms not only legal but also

social (Rama, 2017).

Consequently, it is important to understand one of

the cognitive processes that occurs in the decision to

enroll in Public Accounting programs offered through

distance learning in Colombia, through models that

explain the influence that attitudes have within the

Rengifo, E., Rojas, L. and Rueda, M.

Relationship between Planned Behavior in Front of the Desire That Student Has to Enroll in the Public Accounting Programs on Distance-teaching Mode in Colombia.

DOI: 10.5220/0010518201190126

In Proceedings of the 3rd International Conference on Finance, Economics, Management and IT Business (FEMIB 2021), pages 119-126

ISBN: 978-989-758-507-4

119

intention and later in The conduct; Thus, as Azjen

(2015) proposes the theory of planned behavior (TPB)

that includes the following three variables: 1) attitude

towards behavior, 2) subjective norms, and 3) control

of perceived behavior.

To start, the attitude refers to the consequences

associated with a behavior that is related to negative

or positive beliefs or thoughts around it (Ajzen and

Fishbein, 2005). According to the tricomponent

model, attitudes are formed from three dimensions: 1)

cognitive, the knowledge obtained by internal and

external sources of information; 2) affective, refers to

the student in the distance modality that wishes and

has the desire to improve themself and achieve

professional fulfillment; and 3) behavioral, the action

that leads the student to make the decision to enroll in

the Public Accounting program in the distance

modality (Rosenberg and Huvland, 1960).

The second variable of the Planned Behavior

Model (Fishbein and Ajzen, 2011) establishes that the

intention of an individual's behavior is based on the

reasoning of beliefs about that behavior; This model

starts from the principle that all individual beliefs go

through a rational process including attitudes,

subjective norms and the control of perceived

behavior (Ajzen, 2011). Behavior is influenced by

factors from the past such as individual personality

containing values, emotional intelligence, experience,

and stereotypes; the social part that contains

education, gender, race, and culture; and the

information available to the individual such as

knowledge and influence of the media (Smith et al.,

2008).

Finally, the subjective norms are related to the

social pressure felt when performing this behavior

and the motivation to comply, while the control of

perceived behavior includes internal and external

control that the individual perceives. (De Leeuw,

Valois, Ajzen & Schmidt, 2015).

On the other hand, human needs materialize

through desire that is shaped by personality, culture,

and society; that is, products or services that satisfy

needs. In this sense, culture encompasses perceptions,

values, desires, and behaviors learned by an

individual immersed in a family group (López &

Silva, 2017). Similarly, psychological resources turn

to desire as a factor that directly influences the

decision (Gantiva, Guerra & Vila, 2017). It is then

that the desired attitudes are related to the prediction

of behavior (Carrera, Fernandez-Sedano, Muñoz and

Caballero, 2019); in this case, take a Public

Accounting program in the distance mode.

2 METHODOLOGY

Overall Objective:

Establish the relationship that exists between attitudes,

subjective norms, and control of the perceived

behavior that the student has, when facing the desire

to enroll in Public Accounting programs in the

Distance mode in Colombia.

Specific Objectives:

1. Identify if there is a relationship between the

student's attitudes and the desire to enroll in Public

Accounting programs in the Distance mode in

Colombia.

2. Identify if there is a relationship between the

subjective norms that the student has and the desire to

enroll in Public Accounting programs in the Distance

modality in Colombia.

3. Identify if there is a relationship between the

control of perceived behavior that the student has and

the desire to enroll in Public Accounting programs in

the Distance mode in Colombia.

4. Determine what the factors are that have the most

significance for the student when enrolling in Public

Accounting programs in the Distance mode in

Colombia.

Hypothesis:

If the student's attitudes, subjective norms, and

perceived behavior are related to the desire to enroll

in Public Accounting programs in the Distance

modality in Colombia, then a significant correlation

will be observed between attitudes, subjective norms

and control of perceived behavior with the desire to

enroll at an alpha of 0.05.

Participants:

The sampling method is probabilistic. The sample

was calculated based on the proportion formula for a

finite population, with the following data: Population

(N) 48,503 students, 95% confidence level (Z = 1.96),

4% error level (E = 0.04), and the P Proportion of

50%, for a sample of 593 students. A response was

received from 748 students from Colombia, of which

736 are studying Public Accounting in the Distance

mode, all respondents consented and agreed to

voluntarily participate in the research. 23% of the

sample are born men and 77% women. 46% are

between 25 and 35 years of age.

68% of the sample are technicians / technologists,

with a 71% participation by women. 48% of the

sample have a partner (married, with a partner or in

common law); 48% are single and 4% are separated.

FEMIB 2021 - 3rd International Conference on Finance, Economics, Management and IT Business

120

30% of the students have lived more than 5 years with

their partner. 55% have children, showing that 51%

have between 1 and 2 children. 36% have people they

are responsible for: 33% have one person that they are

responsible for and 23% two people.

81% of those surveyed belong to socioeconomic

levels 2 and 3 and 60% have a monthly income

between US $ 230 and US $ 460. 38% of the

participants are studying in Bogotá. 60% of men are

technicians / technologists, while women with the

same degree participate with 71%. 48% of the

students stated that the economy / cost of tuition is the

first determining factor for choosing a University,

without significant differences between both sexes,

followed by the recommendations of other people

with 21%. The students who took into account the

Military Nueva Granada, Andean Area, and

Remington institutions are mostly separated (23%).

98% of the students with a partner took into account

the Minuto de Dios University Corporation.

21% of students with two children took into

account the Andean Area University Foundation,

while 93% of students without children took into

account the Minuto de Dios University Corporation,

students with 3 children (17%) took into account the

Nueva Granada Military University. On the other

hand, 92% of the respondents who took Uniminuto

into account belong to Socioeconomic Level 1, 2 and

3 that is associated with the social and economic

position of the participants (Quintero, Barreto,

Rincón-Vásquez & Velandia, 2016 ); While 60% of

the people who took into account the University

Foundation of the Andean Area are part of

Socioeconomic Level 3, 4 or more.

Regarding the academic training of the father, the

results show that 93% of the people who took into

account Uniminuto their father had primary school as

a level of training, while 40% of the people surveyed

who took the University into account Military Nueva

Granada his father has a level of technological

training, and the respondents who took into account

the University Foundation of the Andean Area and

the University of Pamplona reported a secondary

education level for the father (30%) and professional

respectively (25%) . Along the same lines, the level

of training of the mother for those who took

Uniminuto into account is technological with 95%,

the mother of the people who took into account the

Nueva Granada Military University and the Andean

Area University Foundation are specialists (50%),

and 20% of those surveyed who took the University

of Pamplona into account have mothers with

specialization and are represented by 20%.

On the other hand, the occupation of the father for

those who took into account Uniminuto in 94% are

independent and are at home, 28% of the people who

took into account the University Foundation of the

Andean Area have retired parents, on 15 % of the

respondents who took into account the Nueva

Granada Military University have retired parents and

are at home, and the parents of the people who took

the Remington University Corporation into account

are pensioners (14%). While the occupation of the

mother of the people who took into account

Uniminuto in 92% are employed, independent and

dedicated to the home, 26% of the people who took

into account the University Foundation of the Andean

Area and the University Militar Nueva Granada (18%)

have retired mothers, 14% of those who took into

account the Remington University Corporation are

employed and are dedicated to the home, and 11% of

the people who took into account the Antonio Nariño

University Corporation have independent mothers.

When reviewing the reasons for enrolling that the

participants considered, the economic reasons stand

out at 48% - the cost of tuition, 21%

recommendations from other people, and 16% quality.

Within the economic reasons - the cost of tuition it is

evidenced that 63% corresponds to people who are in

a relationship, based on recommendations of other

people, it is found that 30% of students older than 45

years within the recognition ratio, 17% of people are

separated in terms of marital status, and for whom

quality represents, 25% have incomes of less than US

$ 230.

In relation to the means by which people received

information from the Public Accounting programs in

the distance mode, it is evident that 30% of the

students who took into account the University

Foundation of the Andean Area found out through

outdoor advertising, while the students who took into

account the other Higher Education Institutions (IES)

found out through Television (16%), Social Networks

(17%), and Websites (28%), presenting Uniminuto a

difference compared to the other HEIs where the

advisor plays an important role with 19%.

Instrument:

Some sections of the questionnaire used by

Marroquín (2010) were used to identify the variables

that make up the decision-making process of students

who choose an advertising career, and then an

adaptation was made to the instrument used to

identify the relationship between the planned

behavior that the student faces when deciding to

enroll in Public Accounting programs in the Distance

modality in Colombia. The content validation was

carried out by evaluating six expert judges in

Relationship between Planned Behavior in Front of the Desire That Student Has to Enroll in the Public Accounting Programs on

Distance-teaching Mode in Colombia

121

consumer psychology in the city of Bogotá, Colombia.

As a result of the content validation, a survey was

obtained with 78 items distributed in two sections.

The first with sociodemographic, psychographic and

behavioral information of the respondent (45 items)

and the second, with 33 items, on aspects associated

with the planned behavior (attitude, norm, and

control), and 29 items associated with desire.

Main Findings:

Based on the fact that the measurement scale

“Planned behavior for distance mode students”, (to

quote the Quintero, Rodríguez and Díaz, 2020

instrument) is our own creation based on the theory

of planned behavior, we proceeded to analyze the

reliability, and construct validity. For the calculations,

the IBM SPSS version 22.0 software and JASP

version 13.0 were used. The reliability of the

instrument, measured by Cronbach's Alpha

coefficient for the constructs, was: 0.919 for Attitude,

0.729 for Control, 0.780 for Norm, and 0.937 for

Desire, showing high values for all.

The construct validity was determined by using the

principal components method with promax rotation

for each subscale. To clarify the relevance and

possibility of a factorial analysis based on the data

obtained through the scale "Planned behavior of

distance mode students", the KMO (Kaiser-Meyer-

Olkin) sample adequacy was verified, where the

results showed high goodness adjustment (See tables

1 to 4), which shows that the correlation matrix is

different from the identity matrix, indicating that the

scale "Planned behavior of distance mode students"

has some factorial structure.

For the confirmatory factor analysis, the measures

of CFI, TLI, NNFI, NFI, PNFI, and RMSEA, SRMR,

GFI, MFI and ECVI were taken, where it is observed

that the proposed constructs show good adjustments.

Finally, the χ2 test was omitted, since it is affected by

large samples.

The factorial loads of the items on the scale

"Planned behavior of distance mode students" were in

accordance with what was proposed by the theory. In

tables 1, 2, 3 and 4, the factorial load of each of the

items that make up the Attitude, Norm, Control and

Desire can be observed; the items presented shared

loads, and 10 items presented loads below the

established cut-off point (0.50); With which, the

items Attitude - I am ashamed to study with younger

people and Attitude - The economic situation at the

end of high school did not allow me to access higher

education, Behavior control - Nothing will interfere

with achieving the dream Being an accountant,

Behavior control - Studying remotely allows me to

attend to other responsibilities, Behavior control -

Due to my physical disability, I cannot move easily,

Desire to study - I have family accountants, Desire to

study - I work in the accounting area , Desire to study

- I like to be admired by others, Desire to study -

Teaches accounting software, and Desire to study - I

can work as an accountant.

When reviewing the correlation between the

variables Attitude, Norm, Control, and Desire, Table

5 shows that there is a positive correlation; that is, the

variables are directly correlated. In this sense, when

the values of the variables that are part of the scale

"Planned behavior of distance mode students" are

high, they correspond to high values in the other

variable. According to the above, there is a greater

correlation between the factors: desire and attitude,

attitude and norm, and norm and control.

With the above evidence, a linear equation was

sought to model the desire of the student to enroll in

Public Accounting programs in the Distance mode in

Colombia based on the planned behavior, obtaining

the following equation.

Estimated desire to enroll = 0.082 + 0.027 x Attitude

+ 0.028 x Norm (Ec 1)

Where Constant = 0.082, P <.001; Attitude

Coefficient = 0.027, P <.001; Norm Coefficient =

0.028, P <.001;

F (2,716) = 114.012, P <.001; (if there is a linear

equation that predicts the desire to enroll)

R =, 491; (R2 =, 242 R2: .242 = The attitude and the

norm explain 24.2% of the behavior of the desire to

enroll)

3 CONCLUSIONS AND

DISCUSSION

The results of the present research shows that there is

a relationship between attitudes and subjective norms

in relation to the desire of the student to enroll in

Public Accounting programs in the Distance mode in

Colombia. This could indicate that the desire factor

on the part of the student as an independent variable

is not only due to attitudes, or subjective norms, or

perceived control; on the contrary, there is a

correlation between the three factors; however, the

control factor is not the best predictor variable.

As can be seen in the previous section, the

variable desire is mentioned; however, this variable is

not included in the model of planned behavior

proposed by Azjen in 1991, which involves the

variables attitude, subjective norm, and control of

perceived behavior, as variables that predict the

FEMIB 2021 - 3rd International Conference on Finance, Economics, Management and IT Business

122

intention and decision of behavior. At the time of

running the exercise in the SPSS software, it was

evidenced for this case that intention is not a predictor

variable. Therefore, the planned behavior model was

adapted, including desire as an important factor prior

to the decision to enroll (see figure 1), given that the

need for self-realization is materialized through the

desire to study, and desire is modeled by the attitude

and norm factors in 24.2%, allowing to predict the

behavior of the applicants in relation to studying

Public Accounting in the Traditional Distance

modality.

According to the graph, it is proposed for future

research to go to the planned behavior model and

include the desire variable in order to validate if it

predicts the individual's behavior. However, it is

important to highlight that, in research associated

with identifying the enrollment decision process in

higher education institutions, the desire variable

allows identifying the pattern of behavior in

applicants.

Figure 1: Planned behavior of distance mode students.

Source: Self elaboration based on the model proposed by

Azjen, 1991.

Table 1: Factorial loads Attitude.

Exploratory AF: Rotated

Component Factor Loads

Confirmatory AF:

Model Description

Item Item Description 1 2 3 Estimated SE p R²

ATTITUDE FACTOR

Attitude Factor 1

P25.15

Attitude - I believe that the support of

the institution guarantees quality in

education

,745 λ11= 0.55 0.03 < .001 0.53

P25.25 Attitude - The university has prestige ,796 λ12= 0.63 0.03 < .001 0.66

P25.26 Attitude - It's a large university ,769 λ13= 0.64 0.03 < .001 0.64

P25.27

Attitude - University facilities are

optimal

,774 λ14= 0.6 0.03 < .001 0.57

Attitude Factor 2

P25.28 Attitude – High quality of teachers ,826 λ21= 0.6 0.03 < .001 0.66

P25.29

Attitude – The university offers high

quality post graduate programs

,807 λ22= 0.61 0.03 < .001 0.63

P25.30

Attitude - The institution has an

excellent level of research

,819 λ23= 0.63 0.03 < .001 0.69

P25.32

Attitude - The academic program is

modern

,821 λ24= 0.58 0.03 < .001 0.67

P25.33

Attitude - The institution has a good

level of English

,709 λ25= 0.6 0.03 < .001 0.48

% Self Values -> 61.8% Covariance between Constructs

Attitude Factor 1 ↔ Attitude Factor 2 = 0.87

KMO Attitude = 0.931

Bartlett's test of sphericity:

Χ2 Attitude = 3947.689 CFI

0.966

RMSEA 0.084

p <0.001 TLI

0.953

SRMR 0.029

NNFI

0.953

GFI 0.993

NFI

0.960

MFI 0.912

PNFI

0.693

ECVI 0.299

Source: Self elaboration based on data analysis.

Relationship between Planned Behavior in Front of the Desire That Student Has to Enroll in the Public Accounting Programs on

Distance-teaching Mode in Colombia

123

Table 2: Factorial loads Norm.

Exploratory AF: Rotated

Component Factor Loads

Confirmatory AF:

Model Description

Item Item Description 1 2 3 Estimated SE p R²

NORM FACTOR

P25.2

Subjective norm - The University provides

me with the means to graduate in three years

,502

λ11= 0.38 0.04 < .001 0.15

P25.10

Subjective norm - My family and friends

admire professionals

,695

λ12= 0.6 0.04 < .001 0.37

P25.11

Subjective norm - I wish to resume my

university studies ,645

λ13= 0.51 0.04 < .001 0.29

P25.12

Subjective norm - My

oss requires a

professional title to get promoted

,725

λ14= 0.73 0.04 < .001 0.43

P25.17

Subjective norm - I want to be like the

Financial Manager of my company

,633

λ15= 0.57 0.04 < .001 0.28

P25.24

Subjective norm - Some of my co-workers

are professionals or are studying

,681

λ16= 0.62 0.04 < .001 0.35

%Self Values -> 42.4% Covariance between Constructs

KMO Norm = 0.82

Bartlett's test of sphericity:

Χ2 Norm = 683.792 CFI

1.000

RMSEA 0.000

p <0.001 TLI

1.000

SRMR 0.013

NNFI

1.000

GFI 1.000

NFI

0.988

MFI 1.000

PNFI

0.593

ECVI 0.062

Source: Self elaboration based on data analysis.

Table 3: Control factorial loads.

Exploratory AF: Rotated

Component Factor Loads

Confirmatory AF:

Model Description

Item Item Description 1 2 3 Estimated SE p R²

Control Factor

Control Factor 1

P25.16

Behavior control - I can study without

neglecting my day-to-day activities ,846

λ11 0.9 0.09 < .001 0.9

P25.19

Behavior Control - My salary allows me to

tuition

,821

λ12 0.57 0.07 < .001 0.28

Control Factor 2

P25.5

Behavior control - I have the accounting

knowledge that will make it easier for me to

stud

,849

λ21 0.49 0.05 < .001 0.49

P25.6

Behavior control - I do the work for my

com

's Accountant

,881

λ22 0.5 0.06 < .001 0.32

%Self Values -> 46.2% 26.6% Covariance between Constructs

Control Factor 1 ↔ Control Factor 2 = 0.407

KMO Control = 0.571

Bartlett's test of sphericity:

Χ2 Control = 403.526 CFI 0.979 RMSEA 0.108

p <0.001 TLI 0.875 SRMR 0.020

NNFI 0.875 GFI 1.000

NFI 0.977 MFI 0.994

PNFI 0.163 ECVI 0.049

Source: Self elaboration based on data analysis.

FEMIB 2021 - 3rd International Conference on Finance, Economics, Management and IT Business

124

Table 4: Factor loadings Desire.

Exploratory AF: Rotated Component

Factor Loads

Confirmatory AF:

Model Description

Item Item Description 1 2 3 Estimated SE p R²

Desire Factor

Desire Factor 1

P19.4

Desire to study - Research is

studie

,721 λ11= 0.49 0.03 < .001 0.38

P19.5

Desire to study - Has several

Electives

,630 λ12= 0.44 0.03 < .001 0.28

P19.6 Desire to study - I am analytical ,654 λ13= 0.36 0.03 < .001 0.32

P19.7

Desire to study - Has

mathematical skills

,663 λ14= 0.42 0.03 < .001 0.35

P19.8

Desire to study - It is related to

Law

,718 λ15= 0.52 0.03 < .001 0.39

P19.9

Desire to study - It is related to

Economics

,688 λ16= 0.44 0.03 < .001 0.45

Desire Factor 2

P19.10

Desire to study - I can create my

own com

,738 λ21= 0.34 0.02 < .001 0.33

P19.12 Desire to study - I like business ,752 λ22= 0.4 0.02 < .001 0.45

P19.14

Desire to study - I contribute to

the communit

and societ

,710 λ23= 0.46 0.02 < .001 0.53

P19.15 Desire to study - It's interesting ,766 λ24= 0.36 0.02 < .001 0.41

Desire Factor 3

P19.16

Desire to study - I have friends

who stud

,623 λ31= 0.54 0.04 < .001 0.28

P19.17

Desire to study - I can get

reco

nition

,788 λ32= 0.61 0.03 < .001 0.53

P19.18

Desire to study - I can elevate my

status

,770 λ33= 0.59 0.03 < .001 0.51

P19.19

Desire to study - I can express

what I thin

,700 λ34= 0.51 0.03 < .001 0.45

P19.20

Desire to study - The job offers

are extensive

,614 λ35= 0.42 0.03 < .001 0.33

P19.23

Desire to study - I can earn a lot

of mone

,792 λ36= 0.57 0.03 < .001 0.57

P19.24 Desire to study - I can travel ,756 λ37= 0.62 0.03 < .001 0.54

P19.25 Desire to study - Get a promotion ,710 λ38= 0.51 0.03 < .001 0.48

%Self Values -> 35.7% 9.1% 7.6% Covariance between Constructs

Desire Factor 1 ↔ Desire Factor 2 = 0.646

KMO Wish = 0.9151 Desire Factor 1 ↔ Desire Factor 3 = 0.629

Bartlett's test of sphericity: Desire Factor 2 ↔ Desire Factor 3 = 0.647

Χ2 Wish = 4574.532 CFI 0.918 RMSEA 0.062

p <0.001 TLI 0.905 SRMR 0.040

NNFI 0.905 GFI 0.992

NFI 0.892 MFI 0.775

PNFI 0.770 ECVI 0.852

Source: Self elaboration based on data analysis

Table 5: Pearson Correlations.

Desire Factor

(average)

Attitude Factor

(average)

Norm Factor

(average)

Control Factor

(average)

Desire Factor (average) 1 0,443 0,414 0,324

Attitude Factor (average) 0,443 1 0,525 0,487

Norm Factor (average) 0,414 0,525 1 0,651

Control Factor (average) 0,324 0,487 0,651 1

Source: Self elaboration based on data analysis.

Relationship between Planned Behavior in Front of the Desire That Student Has to Enroll in the Public Accounting Programs on

Distance-teaching Mode in Colombia

125

REFERENCES

Acosta Ocampo, C. I. (2011). El sentido de la vida humana

en adultos mayores: enfoque socioeducativo.

Ajzen, I. (2011). The theory of planned behaviour:

reactions and reflections.

and well, and not ready to retire: a commentary on

Sniehotta, Presseau, and Araújo-Soares. Health

psychology review, 9(2), 131-137.

Ajzen, I., y Fishbein, M. (2005). The inﬂuence of attitudes

on behaviour. En D. Albarracı´n, B.T. Johnson, M.P.

Zanna (Eds.), Handbook of attitudes and attitude

change: Basic principles. Mahwah, NJ: Erlbaum.

Fishbein, M. (2000). The role of theory in HIV

prevention. [Special Issue: AIDS Impact: 4th

International Conference on the Biopsychosocial

Aspects of HIV Infection]. AIDS Care. 12, 273–278.

Arboleda, N. y Rama, C. (2013). La educación a distancia

y virtual en Colombia: nuevas realidades. Bogotá,

Colombia: ACESAD / VIRTUAL EDUCA.

Aretio, L. G. (2017). Educación a distancia y virtual:

calidad, disrupción, aprendizajes adaptativo y móvil.

RIED. Revista Iberoamericana de Educación a

Distancia, 20(2), 9-25.

Carrera, P., Fernandez-Sedano, I., Muñoz, D., & Caballero,

A. (2019). Desires matter! Desired attitudes predict

behavioural intentions in people who think abstractly:

the case of eating products without added salt/¡ Los

deseos importan! Las actitudes deseadas predicen las

intenciones de comportamiento en las personas que

piensan de modo abstracto: El caso del consumo de

alimentos sin sal añadida. Revista de Psicología Social,

34(2), 281-306.

De Leeuw, A., Valois, P., Ajzen, I., & Schmidt, P. (2015).

Using the theory of planned behavior to identify key

beliefs underlying pro-environmental behavior in high-

school students: Implications for educational

interventions. Journal of Environmental Psychology,

42, 128-138.

Fishbein, M., & Ajzen, I. (2011). Predicting and changing

behavior: The reasoned action approach. Psychology

Press.

Gantiva, C., Guerra Muñoz, P., & Vila Castellar, J. (2017).

Diferencias por sexo en la motivación, la dependencia

y el ansia por el consumo de cigarrillo en estudiantes

universitarios. Pensamiento Psicológico, 15(2), 55-65.

García, A. (2008), Fundamento y componentes de la

educación a distancia. Revista Iberoamericana de

Educación a Distancia, Vol. 2, No. 2, pp.43-61.

González-Sanmamed, M., Sangrà, A., Souto-Seijo, A., &

Blanco, I. E. (2018). Ecologías de aprendizaje en la Era

Digital: desafíos para la Educación Superior.

PUBLICACIONES, 48(1), 25-45.

López, C, & Silva, M. (2017). Influencia del

Neuromarketing en el Comportamiento del

Consumidor (Tesis de pregrado). Universidad Nacional

Autónoma de Nicaragua, Managua.

Marroquín, F. (2010). Análisis de la relación entre las

variables que influencian el proceso de toma de

decisión, la elección y la adhesión a la carrera de

publicidad en una universidad de Bogotá (Tesis de

maestría). Fundación Universitaria Konrad Lorenz,

Bogotá.

Peralta, M. A. (2017). La Educación a Distancia de cuarta

generación en los países en desarrollo: Inclusión y

calidad? Educación Superior, (1 y 2).

Quintero, E., Barreto, I., Rincón-Vásquez, J. C., & Velandia

Morales, A. (2016). Relación entre percepción de poder

y prácticas de consumo en la categoría de diversión de

personas LGBT. suma psicológica, 23(2), 90-100.

Rama, C. (2017). La tercera generación de regulaciones de

la educación superior a distancia en América Latina.

Revista Diálogo Educacional, 17(54), 1085-1124.

Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive,

affective, and behavioral components of attitudes. In C.

I. Hovland & M. J. Rosenberg (Eds.), Attitude

organization and change: An analysis of consistency

among attitude components (pp. 1–14). New Haven,

CT: Yale University Press.

Smith, J., Terry, D., Manstead, A., Louis, W., Kotterman,

D. y Wolfs, J. (2008). The attitude-behavior

relationship in consumer conduct: the role of norms,

past behavior, and self-identity. The Journal of Social

Psychology, 148, p.312.

Torres, A. N. C. (2017). La educación a distancia como

respuesta a las necesidades educativas del siglo XXI.

Revista Academia y Virtualidad, 10(1), 1

Zárate Bernal, I., Marín Alvarado, D., & Chávez Maciel, F.

J. (2017). Perfil de personas con discapacidad en el

nivel superior en México en la modalidad a distancia.

FEMIB 2021 - 3rd International Conference on Finance, Economics, Management and IT Business

126