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Chatzisarantis et al. (2004) presumed the use of a hypothetical scenario instrument
would assure distinction of intrinsic motivation from extrinsic. The scenarios they presen-
ted exemplified circumstances with achievement in all significant behavioral outcomes,
thus allowing the distinction of intrinsic motivators to surface in the query results of cog-
nitive human development using computers. An additional aim of the study was the assess-
ment of intrinsic motivation on intentions and its impact on predictions of social behavior
(Chatzisarantis et al. 2004).
Bandura and Locke (2003) contended regulation of human functioning occurs through
motivation and anticipative and purposeful actions. Degrees of self-efficacy serve to de-
termine how well individuals will motivate themselves and persist when facing difficulties.
Researchers studying motivation to improve human development and maintain learning be-
haviors must learn which science beliefs and attitudes are likely to activate self-efficacy to
learn quickly and use more techniques to the learning behavior (Finch et al. 2005). Finch et
al. recommended exploring models of learning-behavior for a social change. The following
section includes an examination of the transtheoretical model or stages of change theory
with respect to changing learn and planned behaviors in computer science.
The theory of planned behavior and the transtheoretical model characterize the funda-
mental models in the psychology of learning and planned behavior (Armitage 2006). Al-
though the focal point of the theory of planned behavior is on predicting and understanding
learning behavior, the concentration of the transtheoretical model has a focus on learning-
behavior change. As noted in the Breadth section of the current KAM, the essence of the
transtheoretical model is individuals pass through five stages in the progression of chan-
ging their learning behaviors (Prochaska, Norcross, and DiClemente 1994).
Individuals can progress, relapse, or remain stagnant with respect to their stage of
change within the constructs of the transtheoretical model (Armitage et al. 2004). The mod-
el includes the idea that decisional balance and self-efficacy are the underlying predictors
of transitions between the stages. Armitage et al. reported stage-by-stage correlations to the
theory of planned behavior variables in a multitude of studies; individuals in the mainten-
ance stage had more optimistic attitudes, perceived greater social influence, and reported
greater control.
Although many prior studies included an examination of the theory of planned behavior
relevant to stages of change in the domain of exercise activity, Armitage et al. (2004) repor-
ted similar results in their analysis of computer-related use of the learning behavior. Age
was a significant factor in movement from the contemplation stage to action. Younger in-
dividuals tended to remain static, possibly because the older age group (>30 years old) had
more knowledge regarding computer information systems and the role of cognitive human
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