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Preparedness for natural hazards: testing an expanded education- and engagement-enhanced social cognitive model

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  • Barb Kelly

    (CQUniversity)

  • Kevin R. Ronan

    (CQUniversity)

Abstract

This study sought to answer the question “do factors in a model of ‘engaged education’ predict preparedness for natural hazards?” The sample consisted of 291 participants, recruited via university student and snowball sampling strategies. Participants completed an online questionnaire containing predictor measures linked to an expanded social cognitive model of preparedness for hazards: indices that assessed positive outcome expectancy, negative outcome expectancy, trust, distrust, confidence, empowerment, collective efficacy, responsibility, participation and education. Criterion measures included indices measuring intentions to prepare and preparedness behaviours. Results indicated that the measure of preparedness, modified for an Australian context, showed good reliability. Australian participants had lower levels of preparedness compared to New Zealand participants. Neither the original or expanded social cognitive model was a good predictor of intentions to prepare or preparedness behaviour, and a more parsimonious model of individual factors best predicted preparedness for natural hazards. These individual factors were negative outcome expectancy, personal responsibility for preparedness and children participating in a hazards education program. Adults participating in emergency-related training were also found to predict having a safety plan. The research also considered trust and confidence in social media, and distrust of government. The implications for preparedness practice and further research are discussed, along with the limitations and recommendations for future research.

Suggested Citation

  • Barb Kelly & Kevin R. Ronan, 2018. "Preparedness for natural hazards: testing an expanded education- and engagement-enhanced social cognitive model," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 91(1), pages 19-35, March.
    • Handle: RePEc:spr:nathaz:v:91:y:2018:i:1:d:10.1007_s11069-017-3093-y
    DOI: 10.1007/s11069-017-3093-y
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    References listed on IDEAS

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    1. Berry, Helen Louise & Rodgers, Bryan & Dear, Keith B.G., 2007. "Preliminary development and validation of an Australian community participation questionnaire: Types of participation and associations with distress in a coastal community," Social Science & Medicine, Elsevier, vol. 64(8), pages 1719-1737, April.
    2. Kevin Ronan & Kylie Crellin & David Johnston, 2010. "Correlates of hazards education for youth: a replication study," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 53(3), pages 503-526, June.
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    Cited by:

    1. Ziyi Wang & Ziqiang Han & Yuhuan Li, 2023. "The Interplay between School Preparedness and Student’s Individual Protective Actions: The Mediating Role of Disaster Education," Sustainability, MDPI, vol. 15(20), pages 1-14, October.
    2. Kim A. Johnston & Maureen Taylor & Barbara Ryan, 2022. "Engaging communities to prepare for natural hazards: a conceptual model," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 112(3), pages 2831-2851, July.
    3. Barbara Ryan & Rachel King, 2020. "How ready is ready? Measuring physical preparedness for severe storms," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 104(1), pages 171-199, October.

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