A survey of the effective factors in students' adherence to university dress code policy, using the theory of reasoned action

Mohammad Kaveh, Leila Moradi, Maryam Hesampour, Jafar Hasan Zadeh, Mohammad Kaveh
2015 Journal of Advances in Medical Education & Professionalism J Adv Med Educ Prof. July   unpublished
Recognizing the determinants of behavior plays a major role in identification and application of effective strategies for encouraging individuals to follow the intended pattern of behavior. The present study aimed to analyze the university students' behaviors regarding the amenability to dress code, using the theory of reasoned action (TRA). Methods: In this cross sectional study, 472 students were selected through multi-stage random sampling. The data were collected using a researcher-made
more » ... tionnaire whose validity was confirmed by specialists. Besides, its reliability was confirmed by conducting a pilot study revealing Cronbach's alpha coefficients of 0.93 for attitude, 0.83 for subjective norms, 0.94 for behavioral intention and 0.77 for behavior. The data were entered into the SPSS statistical software and analyzed using descriptive and inferential statistics (Mann-Whitney, correlation and regression analysis). Results: Based on the students' self-reports, conformity of clothes to the university's dress code was below the expected level in 28.87% of the female students and 28.55% of the male ones. The mean scores of attitude, subjective norms, and behavioral intention to comply with dress code policy were 28.78±10.08, 28.51±8.25 and 11.12±3.84, respectively. The students of different colleges were different from each other concerning TRA constructs. Yet, subjective norms played a more critical role in explaining the variance of dress code behavior among the students. Conclusion: Theory of reasoned action explained the students' dress code behaviors relatively well. The study results suggest paying attention to appropriate approaches in educational, cultural activities, including promotion of student-teacher communication. Abstract Original Article