Alhamami Munassir
Department of English, Faculty of Languages & Translation, King Khalid University, Abha, Saudi Arabia.
English Department, Faculty of Languages & Translation, King Khalid University, New Campus at Greger, POB 9100, Abha, Saudi Arabia.
Sci Rep. 2025 Jun 4;15(1):19566. doi: 10.1038/s41598-025-05363-9.
Translation education is essential for global communication but remains under-researched. This study revisits Ajzen's Theory of Planned Behavior (TPB) to explore how students' beliefs influence their engagement in translation programs using a new model. A new TPB questionnaire was developed and validated using a Reflective-Reflective Higher-Order Construct (R-R HOC) model. Data were collected from 45 undergraduate and graduate students across ten Saudi universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to assess both measurement and structural models. Bootstrapping with 5,000 subsamples supported the statistical significance of all path relationships. The results confirmed strong reliability and validity for the four TPB constructs-intention, attitude toward behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). These constructs collectively predicted students' planned behavior beliefs. No significant differences were found by gender or education level, suggesting similar beliefs across groups. Thematic analysis of open-ended responses highlighted students' calls for practical training, specialized courses, and better integration of technology in translation programs. This study demonstrates the value of combining social psychology with translation education and offers a validated model for future research. It encourages curriculum designers and policymakers to consider psychological constructs when shaping translation education programs.
翻译教育对于全球交流至关重要，但仍未得到充分研究。本研究重新审视了阿杰恩的计划行为理论（TPB），以使用一种新模型探索学生的信念如何影响他们参与翻译课程的情况。使用反射-反射高阶结构（R-R HOC）模型开发并验证了一份新的TPB问卷。从沙特十所大学的45名本科生和研究生中收集了数据。使用偏最小二乘结构方程模型（PLS-SEM）来评估测量模型和结构模型。对5000个子样本进行的自抽样支持了所有路径关系的统计显著性。结果证实了TPB的四个构念——意图、行为态度（AB）、主观规范（SN）和感知行为控制（PBC）——具有很强的可靠性和有效性。这些构念共同预测了学生的计划行为信念。未发现性别或教育水平存在显著差异，这表明不同群体的信念相似。对开放式回答的主题分析突出了学生对实践培训、专业课程以及在翻译课程中更好地整合技术的呼声。本研究展示了将社会心理学与翻译教育相结合的价值，并为未来研究提供了一个经过验证的模型。它鼓励课程设计者和政策制定者在制定翻译教育计划时考虑心理构念。
