Department of Film Production and Media Studies, Penn State University, Pennsylvania, USA.
School of Communication Studies, James Madison University, Harrisonburg, Virginia, USA.
J Health Commun. 2020 Dec 1;25(12):982-989. doi: 10.1080/10810730.2021.1885084. Epub 2021 Feb 7.
The Department of Homeland Security and the Federal Bureau of Investigation have encouraged colleges and universities to create emergency preparedness interventions that prepare students, faculty, and staff for any conceivable campus crisis. In this investigation, we tested the efficacy of a professionally produced video to accomplish such a goal with a convenience sample of college students. Drawing on Vested Interest Theory (VIT) to guide our evaluation, we observed significant gains in stake, salience, and self-efficacy for students exposed to the emergency preparedness video compared to those not exposed to the video. We find evidence not only for short-term gains immediately after message exposure but also persisting effects two weeks after exposure. In addition, greater perceptions of stake and salience in response to the video predicted more favorable attitudes toward emergency preparedness over time. These findings demonstrate the potential for brief messages shown in university classrooms to encourage students to feel vested in emergency preparedness on campus. They also shed light on promising messaging strategies to foster favorable attitudes toward emergency preparedness.
国土安全部和联邦调查局鼓励学院和大学制定应急准备干预措施，使学生、教职员工为任何可能的校园危机做好准备。在这项调查中，我们用大学生的方便样本测试了专业制作的视频在实现这一目标方面的效果。本研究以既得利益理论（Vested Interest Theory，VIT）为指导，观察到与未观看视频的学生相比，观看应急准备视频的学生在利益相关度、显著性和自我效能方面有显著提高。我们不仅发现了信息曝光后立即产生的短期收益，而且还发现了曝光两周后的持续效果。此外，对视频的利益相关度和显著性感知越强，随着时间的推移，对应急准备的态度就越有利。这些发现表明，在大学校园教室里展示简短的信息有可能鼓励学生对校园应急准备产生既得利益感。它们还为培养对应急准备的有利态度提供了有希望的信息传递策略。
