Hamilton Kyra, Keech Jacob J, Phipps Daniel John, Peden Amy E, Hagger Martin S
School of Applied Psychology, Griffith University, Australia; Health Sciences Research Institute, University of California, Merced, USA; Faculty of Sport and Health Sciences, University of Jyväskylä, Finland.
School of Applied Psychology, Griffith University, Australia.
J Safety Res. 2024 Dec;91:175-182. doi: 10.1016/j.jsr.2024.07.006. Epub 2024 Sep 4.
While enrollment in swimming lessons is associated with lower drowning risk in children, many parents do not enroll their children in formal lessons. To understand these decisions, the current research investigated the social cognition factors that drive parents' intentions to enroll their children for the first time.
Using a mixed methods design, beliefs about enrolling one's child in swimming lessons were elicited in a sample of 22 Australian parents. A second sample of 323 then rated the extent to which they agree with each of these beliefs and completed measures of an extended theory of planned behavior (TPB) model including autonomous motivation, risk perception, and role construction.
Results showed a range of behavioral, normative, and control beliefs to significantly predict intention to enroll. In the model, subjective norm, perceived behavioral control, risk perception, and role construction all predicted intention to enroll. Autonomous motivation had an indirect effect on intention via the TPB constructs.
Targeting beliefs that non-enrollment places a child at risk, that enrollment is under a parent's control, that others would want parents to enroll their child, and that it is the responsibility as a parent to enroll their child may be viable messages for intervention.
Current results signpost several potential belief-based targets for interventions encouraging enrollment in swimming lessons. However, as qualitative data also indicated structural barriers to enrolment, such strategies should be paired with attempts to ensure swimming lessons are affordable and accessible to the wider population.
虽然参加游泳课程与降低儿童溺水风险相关，但许多家长并未让孩子参加正规课程。为了解这些决策，当前研究调查了促使家长首次让孩子参加游泳课程的社会认知因素。
采用混合方法设计，在22名澳大利亚家长的样本中引出了关于让孩子参加游泳课程的信念。然后，323名家长的第二个样本对他们同意这些信念的程度进行了评分，并完成了一个扩展的计划行为理论（TPB）模型的测量，包括自主动机、风险感知和角色构建。
结果显示，一系列行为、规范和控制信念能显著预测参加课程的意愿。在该模型中，主观规范、感知行为控制、风险感知和角色构建都预测了参加课程的意愿。自主动机通过TPB结构对意愿产生间接影响。
针对不参加课程会使孩子处于危险之中、参加课程由家长控制、其他人希望家长让孩子参加课程以及让孩子参加课程是家长的责任等信念进行干预，可能是可行的信息。
当前结果为鼓励参加游泳课程的干预措施指明了几个基于信念的潜在目标。然而，由于定性数据也表明了入学的结构性障碍，这些策略应与确保更广泛人群能够负担得起并获得游泳课程的努力相结合。
