We compile citations and summaries of about 400 new articles every week.
Email Signup | RSS Feed

HELP: Tutorials | FAQ
CONTACT US: Contact info

Search Results

Journal Article


Yeon DH, Chung JB, Im DH. Int. J. Environ. Res. Public Health 2020; 17(15): e5347.


(Copyright © 2020, MDPI: Multidisciplinary Digital Publishing Institute)






The purpose of this study is to examine the factors of disaster experience that impact the effectiveness of disaster education on school students (children and teens). Following the magnitude 5.4 Pohang earthquake in 2017, Pohang City Hall conducted a school earthquake disaster education program over a period of four months (August to November) in 2018. Professors and graduate students from the Ulsan National Institute of Science and Technology taught around 5000 middle and high school students, while also conducting surveys. The experiences of the Pohang earthquake were analyzed and divided into cognitive responses and emotional responses. Students who felt activated emotional responses, surprise and fear, but not joy, tended to have more effective educational experiences. On the other hand, unpleasant emotional reactions, such as anger and sadness, had a negative effect on educational effectiveness. The cognitive response, which is perceived intensity in this research, did not impact educational effectiveness significantly. These results imply that the emotional responses of students are more important than their cognitive responses in providing a disaster education program. This means that even though an earthquake may be small in magnitude and may not cause physical damage, we still need to provide immediate disaster education to the children and teens if they are surprised and afraid of future disasters.

Language: en


cognitive response; disaster education; educational effectiveness; emotional response


All SafetyLit records are available for automatic download to Zotero & Mendeley