PHE 340 Module 3 Planned Behavior Short Paper Example

Reviewed by Delia Ravenscroft, MSN, RN

This PHE 340 Module 3 Planned Behavior Short Paper sample applies a second major behavior theory to the same audience and shows what it adds. It was written for SNHU PHE 340 (PHE-340), where the third module has BS Public Health learners explain the theory of planned behavior and use it to analyze intentions and behavior. The composite student is working on seat belt use with a rural health department in Nebraska's Sandhills. Using interviews with local drivers, the paper examines attitudes toward buckling, the social pressure drivers feel from family, crews and neighbors and their sense of control on trips full of gates, then compares what people approve of with what they see others do. It concludes that the theory's norm constructs explain what the health belief model missed and points to the norms in the cab as a key target.

CoursePHE 340 Social and Behavioral Health
ModuleModule 3
Paper typeundergraduate short paper applying the theory of planned behavior
LengthAbout 1,010 words, 6 pages
FormatAPA 7 student paper
SchoolSouthern New Hampshire University
ProgramBS Public Health
UpdatedOctober 2026

Free sample paper for PHE 340 Module 3

1

What My Wife Says, What the Crew Does: The Theory of Planned Behavior and Belt Use on Ranch Roads

[Student Name]

Southern New Hampshire University

PHE 340: Social and Behavioral Health

Module Three Short Paper

[Instructor Name]

[Date]

The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.

What this page is doingThe title sets two kinds of norm side by side.
2

What My Wife Says, What the Crew Does: The Theory of Planned Behavior and Belt Use on Ranch Roads

The health belief model showed that Sandhills drivers know crashes are serious and can buckle easily, but feel safe near the home place and resent buckling between gates. It said little about the people around them, although the first module showed that crews, families and neighbors shape what happens in a pickup cab. The theory of planned behavior brings those people into the analysis. This paper explains the theory, applies it to belt use using interviews with twelve local drivers and compares what it reveals with the earlier analysis. The same twelve interviews supply the evidence.

What this page is doingThe paper links back to the earlier theory.
3

The Theory

Ajzen (1991) treated intention as the nearest cause of a deliberate act, and that intention rests on three supports: how favorably the person judges the action, whether people who matter to them would endorse it, called subjective norms, and how much control the person feels over doing it. A sense of control that matches genuine obstacles can steer the act directly as well as by way of intention. Later work divided norms into injunctive norms, what others approve of, and descriptive norms, what others actually do, a distinction that matters a great deal here.

What this page is doingThe theory and the two kinds of norm are explained.
4

Attitudes

Attitudes toward belts were mixed rather than negative. Most drivers called belts a good idea in general and a hassle in practice. A 61-year-old rancher said, It's the right thing on the highway; around here it's just in the way. Younger drivers were more positive overall. Attitudes depended on the trip: favorable for long drives, lukewarm for short ranch runs. An intervention aimed at attitudes alone would be fighting a qualified belief rather than an opposed one. Attitudes, in short, are not the obstacle; the situations in which they are tested are.

What this page is doingAttitudes are shown to be conditional.
5

Injunctive Norms

When asked whose opinion mattered, drivers named spouses, parents, children and, for younger drivers, older ranchers they worked for. Most said these people would approve of wearing a belt. One man said, My wife tells me every time. A 20-year-old said his mother made him promise. Injunctive norms, in other words, favor belts. The people drivers care about want them buckled.

What this page is doingApproval from important others is strong.
6

Descriptive Norms

What drivers see others do tells a different story. Nobody interviewed could name a rancher or crew member who buckled on short trips, and several said they would feel odd being the only one. The road crew ride-along showed the same pattern. When the people in the cab never buckle, the descriptive norm says short-trip belts are not normal, and that message is reinforced many times a day. The gap between injunctive norms at home and descriptive norms at work may be the most important finding of this analysis, and it is invisible to the health belief model.

The descriptive norm is also self-reinforcing. Each driver who leaves the belt off makes the next one more likely to do the same, which is how a whole crew can drift away from a behavior every member privately supports. The same mechanism can run the other way: when a few respected people start buckling visibly, the norm can shift faster than attitudes would suggest.

What this page is doingThe gap between approval and practice is identified.
7

Perceived Behavioral Control

Drivers felt fully in control of buckling on the highway but described much lower control on gate-heavy runs, where they might stop ten times in a few miles, often while hauling tools or with a dog on the seat. One said, I'd have to unbuckle every hundred yards. Their sense of control reflects a real constraint, which Ajzen (1991) noted can affect behavior directly as well as through intention. Practical changes, such as leaving the engine running while a passenger opens gates or buckling on the paved road only, could raise both perceived and actual control.

What this page is doingControl is low in a specific, real situation.
8

Intentions and the Gap

Most drivers said they intended to wear a belt more often after recent local crashes, but few described doing so. The theory helps explain the gap. Attitudes are lukewarm on short trips, the descriptive norm points the other way and control feels low when gates are frequent. Intention formed at the kitchen table, under a spouse's injunctive norm, fades in a cab full of unbuckled coworkers on a run with ten gates. Habit, which the theory does not model directly, likely adds to the gap.

What this page is doingThe intention-behavior gap is explained by the constructs.
9

Comparing the Two Theories

Both theories point to practical barriers, which the health belief model calls barriers and this theory calls perceived control. The theory of planned behavior adds something the first missed: the conflict between what loved ones want and what coworkers do. Janz and Becker (1984) found that barriers were the strongest single predictor in health belief model studies, and the two analyses agree on that point. Strine et al. (2010) showed that belt use is lowest in the most rural places, and this analysis suggests one reason: in small working communities, what everyone in the truck does carries great weight.

What this page is doingThe theories are compared constructively.
10

Implications

The analysis suggests three targets. First, make the descriptive norm visible and favorable, for example by recruiting respected ranchers and crew leaders to buckle on every trip and to talk about it. Second, bring the injunctive norm from home into the cab, perhaps through children's messages or family pledges displayed in trucks. Third, raise perceived control on gate-heavy runs through practical routines. Attitudes need less work, because they are already favorable in general.

These targets also suggest who should deliver the intervention. The health department's name carries little weight in a pickup cab; a crew foreman, a rodeo announcer or a rancher whose neighbor died in a rollover carries a great deal. Choosing messengers who already shape the descriptive norm is itself an application of the theory.

What this page is doingTargets follow directly from the constructs.
11

Conclusion

The theory of planned behavior shows that Sandhills drivers are surrounded by people who want them to buckle and people who show them not to. Closing that gap, and making buckling practical on short runs, is more promising than trying to change attitudes that are already broadly positive. The next discussion turns to readiness and stages.

What this page is doingThe close states the central insight.
12

References

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T

Janz, N. K., & Becker, M. H. (1984). The health belief model: A decade later. Health Education Quarterly, 11(1), 1-47. https://doi.org/10.1177/109019818401100101

Strine, T. W., Beck, L. F., Bolen, J., Okoro, C., Dhingra, S., & Balluz, L. (2010). Geographic and sociodemographic variation in self-reported seat belt use in the United States. Accident Analysis and Prevention, 42(4), 1066-1071. https://doi.org/10.1016/j.aap.2009.12.014

What the PHE 340 Module 3 instructions ask for

The third PHE 340 module calls for a short APA 7 paper, about three or four pages, applying the theory of planned behavior to a behavior. Explain the theory, including attitudes, subjective norms and perceived behavioral control and the difference between injunctive and descriptive norms. Use interviews, survey data or published studies to describe each construct for your audience, with quotes where possible. Discuss the gap between intention and behavior and what explains it. Compare the theory with any theory you applied earlier, noting what each reveals that the other misses. Close by identifying the constructs most worth targeting and why, so the analysis can guide an intervention. Quotes from the audience help.

How this PHE 340 Module 3 planned behavior short paper example is built

Nebraska's Sandhills paper applies Ajzen's theory to the same twelve drivers. Attitudes are conditional: right on the highway, in the way around the ranch. Injunctive norms favor belts, with wives and mothers insisting. Descriptive norms point the other way, since no one can name a rancher or crew member who buckles on short trips. Perceived control drops on runs with ten gates. Intentions formed at home fade in an unbuckled cab. Compared with the health belief model, both theories flag barriers, as Janz and Becker's review would predict, while this one adds the clash between home and work norms, a plausible reason for the rural pattern Strine and colleagues found. The PHE 340 paper targets the cab's norms.

Where the PHE 340 Module 3 rubric puts the points

Rubrics for the PHE 340 planned behavior paper look first for a correct account of the theory, each construct filled with audience evidence, recognition of injunctive versus descriptive norms, analysis of the intention-behavior gap, a thoughtful comparison with another theory and clear targets for intervention. Papers that score highest find something the earlier theory missed and explain why it matters. Graders value use of the audience's words and precise distinctions between constructs. Clear structure and correct APA 7 citations complete stronger submissions. Papers that merely define attitudes, norms and control without evidence score lower. Precision about norms is rewarded. Comparison matters.

PHE 340 Module 3 help: the mistakes that cost points

Planned behavior papers for PHE 340 fall short when they treat norms as a single idea, describe intentions without addressing the gap with behavior, skip comparison with earlier analyses or recommend targets unrelated to the constructs. Some also confuse perceived control with self-efficacy without explaining the overlap. If your behavior is different, such as physical activity or hand hygiene, send the prompt and your audience evidence and the paper will apply the theory to it. Asking two questions, whose opinion matters and what do they actually do, uncovers the norm gap quickly. Our PHE 340 papers separate approval from practice and show what the theory adds. Bring interview notes.

Get PHE 340 Module 3 written to your instructions

Send your PHE 340 Module 3 directions plus the behavior and audience evidence you have. We will explain the theory, fill attitudes, both kinds of norms and perceived control from your audience, analyze the intention gap, compare it with your earlier theory and name targets, ready in about two days and free on your first request. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.

More PHE 340 papers and related BS Public Health samples

PHE 340 Module 3 questions, answered

Where can I find a free PHE 340 Module 3 Planned Behavior Short Paper sample?

This page carries the complete PHE 340 Module 3 paper, applying the theory of planned behavior to seat belt use by ranchers in Nebraska's Sandhills.

What are the constructs of the theory of planned behavior?

Attitude toward the behavior, subjective norms and perceived behavioral control, which together shape intention, the most direct predictor of behavior.

What is the difference between injunctive and descriptive norms?

Injunctive norms are what others approve of; descriptive norms are what others actually do. They can point in opposite directions.

Why don't intentions always lead to behavior?

Because of real constraints, habits and situations where the people around someone act differently, among other reasons.

How does the theory of planned behavior differ from the health belief model?

It gives more weight to social norms and perceived control, while the health belief model focuses on perceived threat, benefits and barriers.