本期為大家介紹在教育等領域廣泛應用的理論模型——保護動機理論(Protection motivation theory)。
什麼是保護動機理論？
PMT的主要貢獻在於它能夠預測用戶在收到引起恐懼的威脅後保護自己的意圖：“PMT研究的目的通常是說服人們遵循溝通者的建議；因此，意圖表明了“試圖說服的有效性”一個人要進行適應性反應：(1)威脅評估包括知覺威脅的嚴重性和知覺的脆弱度。(2) 因應評估，包括反應效能、自我效能及反應成本。PMT說明中，恐懼被定義為“關係維度，在被判斷為危險並且採取保護措施的情況下被喚起”，一個人的反應效能和自我效能必須超過進行保護動機的反應成本。
模型圖：
模型變數:
1.
自變數：自變數：知覺的嚴重性、知覺的脆弱度、不適應獎勵。
2.
中介變數：害怕、反應效能、自我效能、反應成本、保護動機。
3.
依變數：安全相關行為。
模型出處
Floyd, D. L., Prentice-Dunn, S., &
Rogers, R. W. (2000). A Meta-Analysis of Research on Protection Motivation
Theory. Journal of Applied Social Psychology,
30(2), 407-429.
保護動機理論認為一個人做出某種行為受到以下要素影響：
◆感知威脅嚴重性(Perceived Threat Severity )：
定義：個人感受到威脅所產生的傷害，其產生的嚴重程度。
EX: 當我在醫院時，我覺得病毒很多。
◆感知威脅脆弱性(Perceived Threat Vulnerability)：
定義：個人感受到威脅所產生的傷害，其應對能力的大小。
EX:當我在醫院時， 我覺得我很容易被傳染病毒。
◆適應不良獎勵(Maladaptive Rewards)：
定義：在威脅存在的情況下所能得到的獎勵。
EX: 照顧傳染病的病人可得到更高的薪水。
◆害怕(Fear)：
定義：危險情境所產生的強烈的畏懼感。
EX: 我對病毒感到害怕。
◆反應效能(Response Efficacy)：
定義：個人對於採取某種保護行為是否可以減少威脅的認知。
EX: 我覺得戴口罩是可以減少病毒的侵犯。
◆自我效能(Self-efficacy )：
定義：對於自己有能力採取保護行為的自信心。
EX: 我認為我有能力可以保護自己的身體免於病毒感染。
◆反應成本(Response Costs)：
定義：採取保護行為所造成的相關成本，例如時間、金錢、精神等。
EX: 打疫苗來預防病毒感染是很省事的。
◆保護動機(Protection Motivation)：
定義：盡力照顧使自身權益不受損害的行動，並將使行動導向某一目標的心理傾向或內部驅力
EX: 我想要保護自己的身體免於病毒感染的動力。
◆安全相關行為(Security-related Behaviors)：
定義：沒有受到威脅、危險、危害、損失的狀態。
EX: 平時多吃維他命、戴口罩就可以免於病毒感染。
文章推薦
本期，為大家推薦1篇應用保護動機理論的英文論文，觸類旁通，總有一篇啟發你的學術靈感！
Development of an educational video to
improve patient knowledge and communication with their healthcare providers
about colorectal cancer screening
Katz, M. L., Heaner, S., Reiter, P., Van-Putten,
J., Murray, L., McDougle, L., & Paskett, E. D. (2009).
American Journal of Health Education, 40(4), 220-228.
Keywords: information security,
protection motivation theory, security model comparison, self-determination
theory, user security behavior
Abstract
Background—Low rates of colorectal cancer
(CRC) screening persist due to individual, provider and system level barriers.
Purpose—To develop and obtain initial
feedback about a CRC screening educational video from community members and
medical professionals.
Methods—Focus groups of patients were
conducted prior to the development of an educational video and focus groups of
patients provided initial feedback about the developed CRC screening educational
video. Medical personnel reviewed the video and made recommendations prior to
final editing of the video.
Results—Patients identified CRC
screening barriers and made suggestions about the information to include in the
educational video. Their suggestions included using a healthcare provider to
state the importance of completing CRC screening, demonstrate how to complete
the fecal occult blood test, and that men and women from diverse ethnic groups
and races could be included in the same video. Participants reviewed the
developed video and mentioned that their suggestions were portrayed correctly,
the video was culturally appropriate, and the information presented in the
video was easy to understand. Medical personnel made suggestions on ways to
improve the content and
the delivery
of the medical information prior to final editing of the video.
Discussion—Participants provided valuable
information in the development of an educational video to improve patient
knowledge and patient-provider communication about CRC screening. The educational
video developed was based on the Protection Motivation Theory and addressed the
colon cancer screening barriers identified in this mostly minority and
low-income patient population. Future research will determine if CRC screening
increases among patients who watch the educational video.
Translation to Health Education
Practice—Educational
videos can provide important information about CRC and CRC screening to
average-risk adults.
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