[en] The aims of the present study are twofold: to apply the theory of planned behavior (TPB) to intention of presenting a critical exam in a specific educational context, to examine whether expanding the model by additional variables provides better understanding of the psychological processes implied. Some empirical results support the efficacy of the TPB as a predictor of the intention. The necessity of distinguishing perceived behavioral control and self‐efficacy is emphasized. Evidence for a link between intention and additional variables like self‐concept is provided, and models integrating major variables with mediational paths are proposed.
