The influence of proactive personality on laboratory safety attitude of graduate students: Chain mediating role of safety self-efficacy and safety motivation

IF 2.3 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers Pub Date : 2025-07-12 DOI:10.1016/j.ece.2025.07.005

Zijian Xu , Xiaoyan Wang , Xinglong Jin , Minghua Zhou

引用次数: 0

Abstract

This work examined how the proactive personality influence the laboratory safety attitude with safety self-efficacy and safety motivation as mediators. The results demonstrated the chain mediation of safety self-efficacy and safety motivation between proactive personality and laboratory safety attitude. Proactive personality indirectly influences laboratory safety attitude through safety self-efficacy. And proactive personality does not directly affect safety motivation and laboratory safety attitude. The research findings remind us to provide regular safety training to improve graduate students’ safety skills and knowledge, thereby increasing their safety self-efficacy. The safety motivation should also be focused on. Furthermore, safety interventions based on personality traits and psychological needs should be customized, as well as the cultivation of team safety climate.

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主动性人格对研究生实验室安全态度的影响：安全自我效能感和安全动机的连锁中介作用

本研究以安全自我效能感和安全动机为中介，考察了主动性人格对实验室安全态度的影响。结果表明，安全自我效能感和安全动机在主动人格和实验室安全态度之间具有链式中介作用。主动性人格通过安全自我效能间接影响实验室安全态度。而主动性人格不直接影响安全动机和实验室安全态度。研究结果提醒我们要定期开展安全培训，提高研究生的安全技能和知识，从而提高他们的安全自我效能感。安全动机也应得到重视。个性化的基于人格特质和心理需求的安全干预措施，以及团队安全氛围的培养。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education for Chemical Engineers Multiple-

CiteScore

8.80

自引率

17.90%

发文量

审稿时长

31 days

期刊介绍： Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning