柔性助推视角下公众自主学习应急科普行为引导策略研究
Journal: Journal of Safety Science and Engineering DOI: 10.12238/jsse.v2i4.10472
Abstract
由于公众认为突发事件发生频率较低而不愿意学习应急科普,且以被动式学习为主,导致应急科普效果不太理想。依据相关理论和文献梳理,个体心理(态度、自我效能感、自我认同感、社会学习、参照群体)对自主学习应急科普行为意愿存在影响,以及柔性助推(默认选项、损益框架、示范性规范)在自主学习应急科普行为意愿与自主学习应急科普行为之间起调节作用。本文通过构建公众自主学习应急科普理论模型,提出基于个体心理特性和缩小意愿与行为之间差距的引导策略,从而提高公众应急准备能力。
Keywords
柔性助推；公众自主学习；应急科普；引导策略
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