This study sought to (a) identify the determinants that motivate Hispanic-American students to enroll in high school chemistry and (b) determine if providing belief-based information to students and their parentslguardians increases chemistry registration. The theory of planned behavior (TPB) and elaboration likelihood model (ELM) guided the study. Belief-based information about chemistry enrollment was collected from students (n = 69) and was content analyzed. Once identified, the modal salient beliefs and referents were used to develop the Chemistry Interest Questionnaire (CIQ) and audiotaped messages with accompanying information sheets. Messages were presented to one control and three experimental groups (questionnaire as message, student-only message, and student and parent/guardian message). One week later, students (N = 598) completed the CIQ. Shortly thereafter they registered for fall 1990 courses. Findings supported use of the TPB and ELM models to bring about behavior change. Chemistry enrollment for students in the student-only message group exceeded chance expectation.
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