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Elham Falahati Naghibi1 
, Neda Ahmadzadeh Tori *2 , Mohammad Shirmardi3 , Danial Habibi4 , Morteza Valipour Baboli5 , Bita Rezanejad Malekshah4 , Khosrow Zabihian4
, Neda Ahmadzadeh Tori *2 , Mohammad Shirmardi3 , Danial Habibi4 , Morteza Valipour Baboli5 , Bita Rezanejad Malekshah4 , Khosrow Zabihian4
1- Student Research Committee, Babol University of Medical Sciences, Babol, Iran
2- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran ,Neda.ahmadzade.tori@gmail.com
3- Department of Environmental Health Engineering, School of Public Health, Babol University of Medical Sciences, Babol, Iran
4- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
5- Faculty of Technology and Engineering, Ghaemshahr Branch, Islamic Azad University, Ghaemshahr, Iran
2- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran ,
3- Department of Environmental Health Engineering, School of Public Health, Babol University of Medical Sciences, Babol, Iran
4- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
5- Faculty of Technology and Engineering, Ghaemshahr Branch, Islamic Azad University, Ghaemshahr, Iran
Abstract: (64 Views)
Background: Disasters pose major challenges to health systems worldwide, and the preparedness of healthcare personnel, particularly medical sciences students, is crucial for effective disaster management. This study aimed to identify factors associated with disaster response self-efficacy among students at Babol University of Medical Sciences, using Empowerment Theory as a framework.
Materials and Methods: A descriptive-analytical cross-sectional study was conducted in 2025 among 213 students selected through convenience sampling. A valid and reliable questionnaire assessing empowerment dimensions (self-efficacy, intention, motivation, participation, critical awareness, knowledge, and skills) was used. Data were analyzed using Pearson’s correlation coefficient and multiple linear regression analysis in SPSS version 26.
Results: Disaster response self-efficacy was positively correlated with intention (r = 0.61), motivation (r = 0.52), participation (r = 0.46), skills (r = 0.30), and critical awareness (r = 0.14) (P < 0.05). In the multivariable regression model, intention (β = 0.37, P < 0.001), motivation (β = 0.22, P = 0.001), and participation (β = 0.18, P = 0.004) were positively associated with self-efficacy, whereas skills showed an inverse association (β = −0.18, P = 0.002). The model explained 48% of the variance in disaster response self-efficacy (adjusted R² = 0.48).
Conclusion: Intention, motivation, and participation were the strongest positive correlates of disaster response self-efficacy, highlighting the importance of behavioral and motivational dimensions over knowledge alone. The unexpected inverse association between self-reported skills and self-efficacy in the adjusted model warrants further investigation, possibly reflecting measurement limitations or metacognitive biases. Empowerment-oriented educational interventions that strengthen intention, motivation, and active participation—and that move beyond knowledge transfer—may be more effective in enhancing students' perceived capability for disaster response. Future longitudinal studies with objective skill assessments are needed to validate these findings.
Materials and Methods: A descriptive-analytical cross-sectional study was conducted in 2025 among 213 students selected through convenience sampling. A valid and reliable questionnaire assessing empowerment dimensions (self-efficacy, intention, motivation, participation, critical awareness, knowledge, and skills) was used. Data were analyzed using Pearson’s correlation coefficient and multiple linear regression analysis in SPSS version 26.
Results: Disaster response self-efficacy was positively correlated with intention (r = 0.61), motivation (r = 0.52), participation (r = 0.46), skills (r = 0.30), and critical awareness (r = 0.14) (P < 0.05). In the multivariable regression model, intention (β = 0.37, P < 0.001), motivation (β = 0.22, P = 0.001), and participation (β = 0.18, P = 0.004) were positively associated with self-efficacy, whereas skills showed an inverse association (β = −0.18, P = 0.002). The model explained 48% of the variance in disaster response self-efficacy (adjusted R² = 0.48).
Conclusion: Intention, motivation, and participation were the strongest positive correlates of disaster response self-efficacy, highlighting the importance of behavioral and motivational dimensions over knowledge alone. The unexpected inverse association between self-reported skills and self-efficacy in the adjusted model warrants further investigation, possibly reflecting measurement limitations or metacognitive biases. Empowerment-oriented educational interventions that strengthen intention, motivation, and active participation—and that move beyond knowledge transfer—may be more effective in enhancing students' perceived capability for disaster response. Future longitudinal studies with objective skill assessments are needed to validate these findings.
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This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 (CC-By-NC 4.0), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
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