Myung-Ock Chae

doi:10.4040/jkan.2014.44.2.119

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Original Article
A Structural Model for the Practice of Life Safety Behavior in School-age Children: Myung-Ock Chae; Journal of Korean Academy of Nursing 2014;44(2):119-128.
DOI: https://doi.org/10.4040/jkan.2014.44.2.119
Published online: April 30, 2014

Department of Nursing, Cheongju University, Cheongju, Korea.

Address reprint requests to: Chae, Myung-Ock. Department of Nursing, Cheongju University, 298 Daeseong-ro, Sangdang-gu, Cheongju 360-764, Korea. Tel: +82-43-229-7922, Fax: +82-43-229-8969, 7702cmo@korea.com

• Received: August 30, 2013 • Revised: September 11, 2013 • Accepted: December 18, 2013

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0/) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

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Abstract
NOTES
REFERENCES

Abstract

Purpose
This study is an examination of the paths in which the primary factors of anxiety, impulsiveness, knowledge of life safety practice, attitudes towards life safety practice, interpersonal support, and self-efficacy from Pender's Health Promotion Model influence the practice of life safety behavior in school-age children.
Methods
The sample consisted of 489 5th and 6th grade students recruited from five elementary schools in Seoul City and four provinces, South Korea. Data were analyzed using descriptive statistics, correlations, factor analysis, and structural equation modeling.
Results
Attitudes towards life safety practice, interpersonal support, self-efficacy and impulsiveness directly influenced practice of life safety behavior. Anxiety did not have a direct influence on practice of life safety behavior, but indirectly affected it. In this modified model, 52.0% of the practice of life safety behavior was explained by the primary factors.
Conclusion
To facilitate the practice life safety behaviors in late childhood, a positive attitude towards life safety needs to be developed along with decreasing impulsiveness and enhancing self-efficacy.
Keywords: Safety; Practice; Behavior; School-age children

This manuscript is based on a part of the first author's doctoral dissertation from Ewha Womans University.

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Figure 1

Conceptual framework based on Pender's Health Promotion Model.

Figure 2

Path diagram for the modified model.

Table 1

Descriptive Statistics of Study Variables after Exploratory Factor Analysis (N=489)

Table 2

Model Fitness Indexes of the Hypothetical Model and Modified Model

df=Degree of freedom; GFI=Goodness fit index; SRMR=Standardized root mean squared residual; RMSEA=Root-mean square error of approximation; CI=Confidence interval; NFI=Normed fit index; CFI=Comparative fit index; TLI=Tucker-lewis index; PGFI=Parsimoniuous goodness of fit index; PNFI=Parsimonious normed of fit index; AIC=Akaike information criterion; BIC=Bayes information criterion; CAIC=Consistent akaike information criterion.

Table 3

Direct and Indirect Effects of Study Variables in the Modified Model (N=489)

^*p<.05; ^†p<.01; ^‡p<.001; ß=Standardized regression coefficients; SMC=Squared multiple correlation.

Figure & Data

REFERENCES

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A Structural Model for the Practice of Life Safety Behavior in School-age Children

J Korean Acad Nurs. 2014;44(2):119-128. Published online April 30, 2014

DOI: https://doi.org/10.4040/jkan.2014.44.2.119

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A Structural Model for the Practice of Life Safety Behavior in School-age Children

Figure 1 Conceptual framework based on Pender's Health Promotion Model.

Figure 2 Path diagram for the modified model.

Figure 1

Figure 2

A Structural Model for the Practice of Life Safety Behavior in School-age Children

Table 1

Descriptive Statistics of Study Variables after Exploratory Factor Analysis (N=489)

Table 2

Model Fitness Indexes of the Hypothetical Model and Modified Model

Table 3

Direct and Indirect Effects of Study Variables in the Modified Model (N=489)

^*p<.05; ^†p<.01; ^‡p<.001; ß=Standardized regression coefficients; SMC=Squared multiple correlation.

Table 1 Descriptive Statistics of Study Variables after Exploratory Factor Analysis (N=489)

Table 2 Model Fitness Indexes of the Hypothetical Model and Modified Model

Table 3 Direct and Indirect Effects of Study Variables in the Modified Model (N=489)

^*p<.05; ^†p<.01; ^‡p<.001; ß=Standardized regression coefficients; SMC=Squared multiple correlation.