Prehosp Disaster Med. 2022 Aug 25:1-6. doi: 10.1017/S1049023X22001170. Online ahead of print.
ABSTRACT
INTRODUCTION AND OBJECTIVE: Students are one of the groups in society that are always exposed to earthquake-related hazards. Perceived social support plays a major role in students’ self-efficacy to respond appropriately to earthquakes. Social support affects students’ beliefs about their abilities and enhances their performance during earthquakes. Thus, the present study aimed to investigate the effect of perceived social support on the promotion of earthquake-related awareness amongst high school students.
METHODS: The present educational intervention with a randomized control group was conducted on 64 high school students in Lordegan, Iran. The participants were randomly divided into an intervention and a control group. Earthquake-related awareness index and perceived social support were completed by the two groups before, immediately after, and two months after the intervention. The intervention group received 120-minute educational intervention sessions once a week for four weeks. The data were entered into the SPSS 20 software and were analyzed using descriptive and inferential statistical methods.
RESULTS: According to the results, educational intervention was effective in improving the perceived social support. The results also showed that increasing the perceived social support significantly improved the earthquake-related awareness among the high school students in the intervention group compared to the control group after the intervention (P <.001).
CONCLUSION: The findings revealed that perceived social support played a major role in promoting earthquake-related awareness in the high school students. Due to the accuracy of the study, these results can be considered in future investigations.
PMID:36004519 | DOI:10.1017/S1049023X22001170
