臺灣博碩士論文加值系統

本研究為探討防災教育介入對大學生防火避難圖像認知、一般知識認知及自我效能等三構面影響，以嘉南藥理大學參加107年度防災教育大學生為實驗組，於訓前及訓後施測；另抽樣該大學未參加防災教育學生為對照組，間隔20日實施前/後測問卷。
研究結果顯示: 1. 防災教育前，對照組各構面得分平均數均高於實驗組，防災教育後，實驗組各構面得分平均數均高於對照組；以配對T檢定發現實驗組前/後測之一般知識認知構面達顯著差異(P<0.001)及自我效能構面達顯著差異(P<0.001)；以獨立T檢定發現實驗組與對照組前測一般知識認知構面達顯著差異(P<0.001)、前測自我效能構面達顯著差異(P<0.001)及後測自我效能達顯著差異(P<0.028)。證明防災教育對防火避難一般知識認知及自我效能具正向效果。2. 實驗組前/後測配對三構面均達顯著正相關(P<0.01)；實驗組防災教育前/後測之一般知識認知與自我效能構面均達顯著正相關(P<0.01)；實驗組前測第三構面與後測第二構面達顯著正相關(P<0.01)。
構面間相關及迴歸分析結果顯示: 防火避難自我效能愈高者，防災教育對其防火避難認知影響愈大，而防火避難認知愈高者，其防火避難自我效能愈高，說明大學生防火避難自我效能在防災教育與防火避難認知扮演一重要角色，也驗證防災教育可提升防火避難認知及自我效能預估迴歸模型的預測性，進而增加火災時人員逃生機率。

This study is aimed at the influence of the Fire Safety Education(FSE) intervention on college’s students’ picture cognition、general knowledge and self-efficacy of the fire protection and escape(FP&E). Students participated in 2018 FSE of Chia-Nan Pharmacy and technology University(CNU) were selected as experimental group, conducted questionnaire before and after FSE; the control group’s students were selected who did not take part in 2018 FSE at CNU, pre/post test by 20 days apart.
The results show that: 1. The average scores among dimensions of the control group in the pre-test were higher than that of the experimental group, on the contrary, the average scores among dimensions of the experimental group were higher than the control group in the post-test; then the paired-sample T test found that in pre/post tests of the experimental group, the general knowledge and self-efficacy dimension were both statistically significant(Sig.)(P<0.001); the one-sample T test found that in the pre-test the general knowledge dimension of both group were Sig. (P <0.001) and the self-efficacy dimension as well(P<0.001). Besides, only in the post-test of the experimental group, the self-efficacy dimension was Sig. (P<0.028). These proves that FSE has a positive effecton on the general knowledge and self-efficacy dimension. 2. In pre/post test of the experimental group, the 3 paired dimensions showed positively Sig. correlation (P<0.001). In the pre/post test of the experimental group, the general knowledge and self-efficacy dimension reached positively Sig. correlation (P<0.001ε). In the experimental group, the self-efficacy dimension in the pre-test and the general knowledge dimension in the post-test was positively Sig. correlation.(P<0.001)
The results of the correlation and regression of the study show that the higher the self-efficacy of FP&E, the greater the impact of FSE on the cognition of the equipemnts of FP&E, and the higher the cognition of the equipemnts of FP&E, the higher the self-efficacy of FP&E. So that the self-efficacy of the FP&E plays a key role in FSE and the general knowledge cognition of FP&E ,and it verify that FSE can improve the predictability of regression model of FP&E cognition and self-efficacy.

摘 要 I
Abstract III
謝 誌 VI
目 錄 VII
表目錄 IX
圖目錄 XIII
附 錄 XIV
第一章 前言 1
1.1 研究動機 2
1.2 研究目的與內容 5
1.2.1 研究目的 5
1.2.2 研究範圍 5
1.2.3 待答問題 6
第二章 文獻回顧 7
2.1 火災定義、防火避難認知及自我效能的意義 8
2.1.1 火災定義 8
2.1.2 火災發展階段 8
2.1.3 火災特性 10
2.1.4 防火避難的意義 10
2.1.5 防火避難認知及自我效能的意義 12
2.2 認知研究及相關文獻 13
2.3 自我效能研究及相關文獻 16
第三章 研究方法 20
3.1 研究構面與研究設計 21
3.1.1 研究構面 21
3.1.2 研究設計及架構 22
3.1.3 研究假設 26
3.1.4 研究流程 27
3.2 研究工具 28
3.2.1 大學防災教育現況 28
3.2.2 研究對象及背景變項 30
3.2.3 問卷樣本取樣方法 31
3.2.4 問卷樣本數預估 32
3.2.5 問卷設計-構面、項目及題目 37
3.2.6 專家效度檢核 40
3.2.7 問卷預試方式 41
3.2.8 預試問卷信度分析 42
3.2.9 實驗組問卷方式 45
3.2.10 對照組問卷方式 47
3.2.11 問卷資料處理分析 48
3.3 研究限制 49
第四章 結果與討論 50
4.1 實驗組人口學背景變項分析 51
4.2 構面得分情況分析 62
4.2.1 實驗組與對照組構面得分平均數分析 62
4.2.2 實驗組第二、第三構面所有題項得分情況分析 67
4.3 實驗組不同背景變項間與構面之差異分析 72
4.4 實驗組構面之間-相關分析 87
4.5 實驗組構面之間-迴歸分析 90
4.5.1 防災教育前/後實驗組配對構面-迴歸分析 90
4.5.2 防災教育前/後實驗組第二、第三構面-迴歸分析 97
4.5.3 實驗組防災教育前第三構面與防災教育後第二構面-迴歸 103
第五章 結論與建議 107
參考文獻 112
附錄 118-140

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