防災教育介入對大學生防火避難自我效能影響之研究

CNU IR > College of Sustainable Environment and Recreation > Dept. of Occupational Safety > Dissertations and Theses > Item 310902800/32950

Please use this identifier to cite or link to this item: https://ir.cnu.edu.tw/handle/310902800/32950

Title:	防災教育介入對大學生防火避難自我效能影響之研究 The Study of The Influence of Fire Safety Education Intervention On College Students’ Self-Efficacy of The Fire Protection and Escape
Authors:	王可定
Contributors:	職業安全衛生系蕭景祥
Keywords:	火災防火避難防災教育認知自我效能 Fire Fire protection and Escapt(FP&E) Fire safety education(FSE) Cognition Self-Efficacy
Date:	2019
Issue Date:	2020-12-09 14:41:27 (UTC+8)
Abstract:	本研究為探討防災教育介入對大學生防火避難圖像認知、一般知識認知及自我效能等三構面影響，以嘉南藥理大學參加107年度防災教育大學生為實驗組，於訓前及訓後施測；另抽樣該大學未參加防災教育學生為對照組，間隔20日實施前/後測問卷。研究結果顯示: 1. 防災教育前，對照組各構面得分平均數均高於實驗組，防災教育後，實驗組各構面得分平均數均高於對照組；以配對T檢定發現實驗組前/後測之一般知識認知構面達顯著差異(P<0.001)及自我效能構面達顯著差異(P<0.001)；以獨立T檢定發現實驗組與對照組前測一般知識認知構面達顯著差異(P<0.001)、前測自我效能構面達顯著差異(P<0.001)及後測自我效能達顯著差異(P<0.028)。證明防災教育對防火避難一般知識認知及自我效能具正向效果。2. 實驗組前/後測配對三構面均達顯著正相關(P<0.01)；實驗組防災教育前/後測之一般知識認知與自我效能構面均達顯著正相關(P<0.01)；實驗組前測第三構面與後測第二構面達顯著正相關(P<0.01)。構面間相關及迴歸分析結果顯示: 防火避難自我效能愈高者，防災教育對其防火避難認知影響愈大，而防火避難認知愈高者，其防火避難自我效能愈高，說明大學生防火避難自我效能在防災教育與防火避難認知扮演一重要角色，也驗證防災教育可提升防火避難認知及自我效能預估迴歸模型的預測性，進而增加火災時人員逃生機率。 This study is aimed at the influence of the Fire Safety Education(FSE) intervention on college’s students’ picture cognition、general knowledge and self-efficacy of the fire protection and escape(FP&E). Students participated in 2018 FSE of Chia-Nan Pharmacy and technology University(CNU) were selected as experimental group, conducted questionnaire before and after FSE; the control group’s students were selected who did not take part in 2018 FSE at CNU, pre/post test by 20 days apart. The results show that: 1. The average scores among dimensions of the control group in the pre-test were higher than that of the experimental group, on the contrary, the average scores among dimensions of the experimental group were higher than the control group in the post-test; then the paired-sample T test found that in pre/post tests of the experimental group, the general knowledge and self-efficacy dimension were both statistically significant(Sig.)(P<0.001); the one-sample T test found that in the pre-test the general knowledge dimension of both group were Sig. (P <0.001) and the self-efficacy dimension as well(P<0.001). Besides, only in the post-test of the experimental group, the self-efficacy dimension was Sig. (P<0.028). These proves that FSE has a positive effecton on the general knowledge and self-efficacy dimension. 2. In pre/post test of the experimental group, the 3 paired dimensions showed positively Sig. correlation (P<0.001). In the pre/post test of the experimental group, the general knowledge and self-efficacy dimension reached positively Sig. correlation (P<0.001ε). In the experimental group, the self-efficacy dimension in the pre-test and the general knowledge dimension in the post-test was positively Sig. correlation.(P<0.001) The results of the correlation and regression of the study show that the higher the self-efficacy of FP&E, the greater the impact of FSE on the cognition of the equipemnts of FP&E, and the higher the cognition of the equipemnts of FP&E, the higher the self-efficacy of FP&E. So that the self-efficacy of the FP&E plays a key role in FSE and the general knowledge cognition of FP&E ,and it verify that FSE can improve the predictability of regression model of FP&E cognition and self-efficacy.
Relation:	電子全文公開日期：2019-06-13 學年度：107，154頁
Appears in Collections:	[Dept. of Occupational Safety] Dissertations and Theses

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	1380	View/Open

Loading...