本研究は,脅威アピール研究の枠組みから,小学生を対象とした防災教育が,児童の感情や認知に変化を及ぼす可能性,および,これらの感情や認知の変化が,保護者の防災行動に影響する可能性を検討した。135名の小学校5年生と6年生を対象に,防災教育の前後,3ヵ月後の恐怖感情,脅威への脆弱性,脅威の深刻さ,反応効果性を測定した。また,防災教育直後の保護者への効力感,保護者への教育内容の伝達意図と,3ヵ月後の保護者への情報の伝達量,保護者の協力度を測定した。その結果,教育直後に感情や認知の高まりが確認されたが,3ヵ月後には教育前の水準に戻ることが示された。また共分散構造分析の結果,恐怖感情と保護者への効力感は,保護者への防災教育内容の伝達意図を高め,伝達意図が高いほど実際に伝達を行い,伝達するほど保護者の防災行動が促されるという,一連のプロセスが示された。考察では,防災意識が持続しないことを理解したうえで,定期的に再学習する機会を持つこと,そして,保護者への伝達意図を高くするような教育内容を工夫することが有効である可能性を議論した。

The present study examined, in the context of fear-appeal research, effects of disaster education for elementary school children on their affect and cognition, as well as on the children's guardians' disaster preparedness actions. Fifth and sixth graders (N=135) completed questionnaires just prior to disaster education, just after disaster education, and 3 months afterwards. At all administrations of the questionnaires, items dealt with fear of earthquakes, perceived susceptibility to threats, perceived severity of threats, and perceived response efficacy. In addition, just after the disaster education, questions were asked about perceived self-efficacy toward their guardians and the students' intention to talk about the content of the disaster education with their guardians. In the 3-month follow-up, questions were added about actual transmission of the content of the disaster education and their guardians' actual disaster preparedness actions. The results showed that just after the disaster education, the children's affect and cognition were heightened, but at the 3-month follow-up, their affect and cognition were found to have returned to the pretraining level. Furthermore, heightened fear and perceived self-efficacy heightened the children's intention to talk with their guardians, heightened intentions facilitated actual transmission, and facilitated transmission promoted the guardians' actual disaster preparedness actions.