The Department of Homeland Security and the Federal Bureau of Investigation have encouraged colleges and universities to create emergency preparedness interventions that prepare students, faculty, and staff for any conceivable campus crisis. In this investigation, we tested the efficacy of a professionally produced Run-Hide-Fight® video to accomplish such a goal with a convenience sample of college students. Drawing on Vested Interest Theory (VIT) to guide our evaluation, we observed significant gains in stake, salience, and self-efficacy for students exposed to the emergency preparedness video compared to those not exposed to the video. We find evidence not only for short-term gains immediately after message exposure but also persisting effects two weeks after exposure. In addition, greater perceptions of stake and salience in response to the video predicted more favorable attitudes toward emergency preparedness over time. These findings demonstrate the potential for brief messages shown in university classrooms to encourage students to feel vested in emergency preparedness on campus. They also shed light on promising messaging strategies to foster favorable attitudes toward emergency preparedness.

国土安全部和联邦调查局鼓励学院和大学制定应急准备干预措施，让学生、教职员工为任何可以想象的校园危机做好准备。在这项调查中，我们测试了专业生产的Run-Hide-Fight® 的功效视频以方便的大学生样本来实现这样的目标。利用既得利益理论 (VIT) 来指导我们的评估，我们观察到，与未观看视频的学生相比，观看了应急准备视频的学生在利益、显着性和自我效能方面都有显着提高。我们不仅发现了消息暴露后立即获得短期收益的证据，而且还发现了暴露后两周的持续影响。此外，随着时间的推移，对视频的利害关系和显着性的更多看法预示着人们对应急准备的态度会更加积极。这些发现证明了在大学课堂上展示简短信息的潜力，可以鼓励学生在校园内做好应急准备。