{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/50080"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/50080","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The effects of active training strategies on children's acquisition of emergency skills and fear of fire","abstract":"Two training procedures (active rehearsal, passive observation) were assessed for relative effectiveness in the acquisition of sequential fire emergency skills, reducing fire-related fears and physiological arousal, and increasing self-efficacy and rationale for fire safety skills. Active subjects imitated videotaped models performing emergency behavior while receiving behavior-contingent feedback. Passive viewers received no practice or feedback. Experimental groups were compared to untrained controls. Active rehearsal was expected to lead to superior skill acquisition, fear-reduction, self-efficacy appraisals, rationale acquisition, and reduction of physiological reactivity (systolic and diastolic blood pressure, pulse rate). Subjects were 52 third-grade children. Dependent measures were assessed at pre-test, post-test, and five-month follow-up. Significant performance gains were found for both experimental groups, but not for controls. Active training produced significantly greater skill acquisition. Skill gains were not maintained at follow-up. All groups showed significant reductions in fear at post-test, but no differences were found between groups. Active training also produced significantly greater self-efficacy appraisals for one emergency situation. Both experimental groups demonstrated significant gains in rationale acquisition relative to controls. Physiological results were confounded by pre-test differences. Correlations between various measures were examined. A significant relationship was found between self-efficacy appraisals and behavioral performance for one emergency situation. The correlation between self-report of fear and self-efficacy was highly significant across time. The implications of active training strategies in fire safety programs are discussed.","abstract_html":"Two training procedures (active rehearsal, passive observation) were assessed for relative effectiveness in the acquisition of sequential fire emergency skills, reducing fire-related fears and physiological arousal, and increasing self-efficacy and rationale for fire safety skills. Active subjects imitated videotaped models performing emergency behavior while receiving behavior-contingent feedback. Passive viewers received no practice or feedback. Experimental groups were compared to untrained controls. Active rehearsal was expected to lead to superior skill acquisition, fear-reduction, self-efficacy appraisals, rationale acquisition, and reduction of physiological reactivity (systolic and diastolic blood pressure, pulse rate). Subjects were 52 third-grade children. Dependent measures were assessed at pre-test, post-test, and five-month follow-up. Significant performance gains were found for both experimental groups, but not for controls. Active training produced significantly greater skill acquisition. Skill gains were not maintained at follow-up. All groups showed significant reductions in fear at post-test, but no differences were found between groups. Active training also produced significantly greater self-efficacy appraisals for one emergency situation. Both experimental groups demonstrated significant gains in rationale acquisition relative to controls. Physiological results were confounded by pre-test differences. Correlations between various measures were examined. A significant relationship was found between self-efficacy appraisals and behavioral performance for one emergency situation. The correlation between self-report of fear and self-efficacy was highly significant across time. The implications of active training strategies in fire safety programs are discussed.","abstract_has_math":false,"creators":["Ribbe, David Paul"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Psychology","degree_department":"Psychology","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1989,"date_issued":"1989","date_published":"1989","updated_at":"2026-07-22T22:20:18Z","subjects":[],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/50080","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Psychology"]},{"key":"dc:creator","label":"Author","values":["Ribbe, David Paul"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-08-13T14:40:18Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-08-13T14:40:18Z"]},{"key":"dc:date.issued","label":"Date","values":["1989"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/50080"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Two training procedures (active rehearsal, passive observation) were assessed for relative effectiveness in the acquisition of sequential fire emergency skills, reducing fire-related fears and physiological arousal, and increasing self-efficacy and rationale for fire safety skills. Active subjects imitated videotaped models performing emergency behavior while receiving behavior-contingent feedback. Passive viewers received no practice or feedback. Experimental groups were compared to untrained controls. Active rehearsal was expected to lead to superior skill acquisition, fear-reduction, self-efficacy appraisals, rationale acquisition, and reduction of physiological reactivity (systolic and diastolic blood pressure, pulse rate). Subjects were 52 third-grade children. Dependent measures were assessed at pre-test, post-test, and five-month follow-up. Significant performance gains were found for both experimental groups, but not for controls. Active training produced significantly greater skill acquisition. Skill gains were not maintained at follow-up. All groups showed significant reductions in fear at post-test, but no differences were found between groups. Active training also produced significantly greater self-efficacy appraisals for one emergency situation. Both experimental groups demonstrated significant gains in rationale acquisition relative to controls. Physiological results were confounded by pre-test differences. Correlations between various measures were examined. A significant relationship was found between self-efficacy appraisals and behavioral performance for one emergency situation. The correlation between self-report of fear and self-efficacy was highly significant across time. The implications of active training strategies in fire safety programs are discussed."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The effects of active training strategies on children's acquisition of emergency skills and fear of fire"]}]}],"canonical_facts":{"dc:contributor.department":["Psychology"],"dc:creator":["Ribbe, David Paul"],"dc:date.accessioned":["2014-08-13T14:40:18Z"],"dc:date.available":["2014-08-13T14:40:18Z"],"dc:date.issued":["1989"],"dc:description.abstract":["Two training procedures (active rehearsal, passive observation) were assessed for relative effectiveness in the acquisition of sequential fire emergency skills, reducing fire-related fears and physiological arousal, and increasing self-efficacy and rationale for fire safety skills. Active subjects imitated videotaped models performing emergency behavior while receiving behavior-contingent feedback. Passive viewers received no practice or feedback. Experimental groups were compared to untrained controls. Active rehearsal was expected to lead to superior skill acquisition, fear-reduction, self-efficacy appraisals, rationale acquisition, and reduction of physiological reactivity (systolic and diastolic blood pressure, pulse rate). Subjects were 52 third-grade children. Dependent measures were assessed at pre-test, post-test, and five-month follow-up. Significant performance gains were found for both experimental groups, but not for controls. Active training produced significantly greater skill acquisition. Skill gains were not maintained at follow-up. All groups showed significant reductions in fear at post-test, but no differences were found between groups. Active training also produced significantly greater self-efficacy appraisals for one emergency situation. Both experimental groups demonstrated significant gains in rationale acquisition relative to controls. Physiological results were confounded by pre-test differences. Correlations between various measures were examined. A significant relationship was found between self-efficacy appraisals and behavioral performance for one emergency situation. The correlation between self-report of fear and self-efficacy was highly significant across time. 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