Martinez R, Levine D W, Martin R, Altman D G
Division of Emergency Medicine, Emory University School of Medicine, Atlanta, Georgia, USA.
Ann Emerg Med. 1996 Feb;27(2):216-24. doi: 10.1016/s0196-0644(96)70326-8.
To investigate the effects on knowledge, attitudes, and self-reported behaviors of a 1-week course of injury control and crash safety information integrated within a high school physics curriculum.
Students in an intervention high school (n=129) were compared with students in a control high school (n=74) enrolled in a comparable physics curriculum. A standardized survey was administered before instruction (time T1), and at 2 weeks (T2) and 6 months (T3) after instruction was completed. The behaviors measured were self-reported use of seat belts, speeding, drinking and driving, and intention to use seat belts in the future.
At T2, students in the intervention group reported attitudes that were less favorable toward risk-taking in regard to speeding and seat belt use than those of the control group. At T3, there was still a difference in attitudes toward speeding but not toward seat belt use. The intervention significantly altered the knowledge level of the course participants, and these changes persisted to T3. The strongest and most persistent change was that students in the intervention group reported increasing their use of seat belts when riding as a passenger. (Seat belt use as a driver was high for both groups.) The intervention group showed a significant increase in their 1-year intentions to use seat belts both as a driver and as a passenger.
This study demonstrated that driver safety education can be successfully integrated into a mainstream high school science curriculum. Future studies measuring the effects of this curriculum on observed behaviors are needed.
调查将为期1周的伤害控制和碰撞安全信息课程融入高中物理课程对知识、态度和自我报告行为的影响。
将一所干预高中的学生（n = 129）与一所对照高中参加类似物理课程的学生（n = 74）进行比较。在教学前（时间T1）、教学完成后2周（T2）和6个月（T3）进行标准化调查。所测量的行为包括自我报告的安全带使用情况、超速驾驶、酒后驾车以及未来使用安全带的意向。
在T2时，干预组学生报告的对于超速驾驶和安全带使用方面冒险行为的态度不如对照组积极。在T3时，对于超速驾驶的态度仍存在差异，但对于安全带使用的态度则没有差异。干预显著改变了课程参与者的知识水平，且这些变化持续到T3。最强烈且最持久的变化是，干预组学生报告称作为乘客时增加了安全带的使用。（两组作为驾驶员时的安全带使用率都很高。）干预组作为驾驶员和乘客使用安全带的1年意向均显著增加。
本研究表明，驾驶员安全教育可以成功融入主流高中科学课程。未来需要开展研究来衡量该课程对观察到的行为的影响。
