Abstract
Work, a defining feature of adolescence in the United States, has many benefits. Work also has risks, as adolescents experience a higher rate of serious job-related injuries compared to adults. Talking Safety, a free curriculum from the National Institute for Occupational Safety and Health, is one tool educators may adopt to provide teens with essential workplace safety and health education. Adolescents (N = 2503; female, 50.1%; Hispanic, 50.0%) in a large urban school district received Talking Safety from their eighth-grade science teachers. This study used a modified theory of planned behavior (which included a knowledge construct), to examine students’ pre- and post-intervention scores on workplace safety and health knowledge, attitude, self-efficacy, and behavioral intention to enact job safety skills. The results from confirmatory factor analyses indicate three unique dimensions reflecting the theory, with a separate knowledge factor. Reliability estimates are ω ≥ .83. The findings from the structural equation models demonstrate that all paths, except pre- to posttest behavioral intention, are statistically significant. Self-efficacy is the largest contributor to the total effect of these associations. As hypothesized, knowledge has indirect effects on behavioral intention. Hispanic students scored lower at posttest on all but the behavioral intention measure, possibly suggesting the need for tailored materials to reach some teens. Overall the findings support the use of a modified theory of planned behavior to evaluate the effectiveness of a foundational workplace safety and health curriculum. This study may inform future efforts to ensure that safe and healthy work becomes integral to the adolescent experience.
Similar content being viewed by others
References
Anderson, V., Brown, S., Newitt, H., & Hoile, H. (2011). Long-term outcome from childhood traumatic brain injury: Intellectual ability, personality, and quality of life. Neuropsychology, 25(2), 176–184. https://doi.org/10.1037/a0021217.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T.
Ajzen, I. (2002). Perceived behavioral control, self‐efficacy, locus of control, and the theory of planned behavior. Journal of Applied Social Psychology, 32(4), 665–683. https://doi.org/10.1111/j.1559-1816.2002.tb00236.x.
Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behavior: A meta-analytic review. The British Journal of Social Psychology / the British Psychological Society, 40(Pt 4), 471–499. https://doi.org/10.1348/014466601164939.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Bashirian, S., Hidarnia, A., Allahverdipour, H., & Hajizadeh, E. (2012). Application of the theory of planned behavior to predict drug abuse related behaviors among adolescents. Journal of Research in Health Sciences, 12(1), 54.
Boini, S., Colin, R., & Grzebyk, M. (2017). Effect of occupational safety and health education received during schooling on the incidence of workplace injuries in the first 2 years of occupational life: A prospective study. BMJ Open, 7(7). https://doi.org/10.1136/bmjopen-2016-015100.
Buckley, L., Sheehan, M., & Shochet, I. (2010). Short-term evaluation of a school-based adolescent injury prevention program: Determining positive effects or iatrogenic outcomes. Journal of Early Adolescence, 30, 834–853. https://doi.org/10.1177/0272431609361201.
Bureau of Labor Statistics (2005). Work activity of high school students: data from the National Longitudinal Survey of Youth 1997. U.S. Department of Labor. http://www.bls.gov/news.release/archives/nlsyth_04272005.pdf.
Bureau of Labor Statistics (2017). 2016 Survey of occupational injuries & illnesses charts package. U.S. Department of Labor. https://www.bls.gov/iif/osch0060.pdf.
Bureau of Labor Statistics (2018). Labor force statistics from the current population survey. U.S. Department of Labor. https://www.bls.gov/cps/cpsaat11b.htm.
Cai, L. (2010). A two-tier full-information item factor analysis model with applications. Psychometrika, 75(4), 581–612. https://doi.org/10.1007/s11336-010-9178-0.
Carmack, C. C., & Lewis-Moss, R. K. (2009). Examining the theory of planned behavior applied to condom use: The effect-indicator vs. causal-indicator models. The Journal of Primary Prevention, 30(6), 659–676. https://doi.org/10.1007/s10935-009-0199-3.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233.
Cole, D. A., & Preacher, K. J. (2014). Manifest variable path analysis: Potentially serious and misleading consequences due to uncorrected measurement error. Psychological Methods, 19(2), 300–315. https://doi.org/10.1037/a0033805.
Collins, S. E., & Carey, K. B. (2007). The theory of planned behavior as a model of heavy episodic drinking among college students. Psychology of Addictive Behaviors, 21(4), 498–507. https://doi.org/10.1037/0893-164X.21.4.498.
Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, N.J: L. Erlbaum Associates.
Cunnien, K. A., MartinRogers, N., & Mortimer, J. T. (2009). Adolescent work experience and self-efficacy. International Journal of Sociology and Social Policy, 29(3/4), 164–175. https://doi.org/10.1108/01443330910947534.
DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). Thousand Oaks, CA: SAGE Publications.
Escribano, S., Espada, J. P., Morales, A., & Orgilés, M. (2015). Mediation analysis of an effective sexual health promotion intervention for spanish adolescents. AIDS and Behavior, 19(10), 1850–1859. https://doi.org/10.1007/s10461-015-1163-2.
Fisher, J. D., Fisher, W. A., Misovich, S. J., Kimble, D. L., & Malloy, T. E. (1996). Changing AIDS risk behavior: Effects of an intervention emphasizing AIDS risk reduction information, motivation, and behavioral skills in a college student population. Health Psychology, 15(2), 114–123. https://doi.org/10.1037/0278-6133.15.2.114.
Gaskin, J. (2011). Common method bias [Video file]. https://www.youtube.com/watch?v=w7zZCBlRXog.
Graham, J. W., Olchowski, A. E., & Gilreath, T. D. (2007). How many imputations are really needed? Some practical clarifications of multiple imputation theory. Prevention Science, 8(3), 206–213. https://doi.org/10.1007/s11121-007-0070-9.
Graves, J. M., Sears, J. M., Vavilala, M. S., & Rivara, F. P. (2013). The burden of traumatic brain injury among adolescent and young adult workers in Washington State. Journal of Safety Research, 45, 133–139. https://doi.org/10.1016/j.jsr.2012.11.001.
Greenberger, E., & Steinberg, L. D. (1986). When teenagers work: The psychological and social costs of teenage employment. New York, NY: Basic Books.
Guerin, R. J., Okun, A. H., & Kelley, P. (2016). Development and validation of an assessment tool for a national young worker curriculum: Assessment development for a young worker curriculum. American Journal of Industrial Medicine, 59(11), 969–978. https://doi.org/10.1002/ajim.22610.
Hampel, P., Meier, M., & Kümmel, U. (2008). School-based stress management training for adolescents: Longitudinal results from an experimental study. Journal of Youth and Adolescence, 37(8), 1009–1024. https://doi.org/10.1007/s10964-007-9204-4.
Hasking, P., & Rose, A. (2016). A preliminary application of social cognitive theory to nonsuicidal self-injury. Journal of Youth and Adolescence, 45(8), 1560–1574. https://doi.org/10.1007/s10964-016-0449-7.
Hayduk, L. A. (1987). Structural equation modeling with LISREL: Essentials and advances. Baltimore, MD: Johns Hopkins University Press.
Helwig, A. A., & Avitable, N. (2004). School children’s responses on a semantic differential over a 10-year span. Psychological Reports, 95(1), 345–354. https://doi.org/10.2466/pr0.95.1.345-354.
Herbert, P. C., & Lohrmann, D. K. (2011). It’s all in the delivery! An analysis of instructional strategies from effective health education curricula. Journal of School Health, 81(5), 258–264. https://doi.org/10.1111/j.1746-1561.2011.00586.x.
Hirschman, C., & Voloshin, I. (2007). The structure of teenage employment: Social background and the jobs held by high school seniors. Research in Social Stratification and Mobility, 25(3), 189–203. https://doi.org/10.1016/j.rssm.2007.07.001.
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
Hox, J. J., Borgers, N., & Dirk, S. (2004). Response effects in surveys on children and adolescents: The effect of number of response options, negative wording, and neutral mid-point. Quality and Quantity, 38(1), 17–33. https://doi.org/10.1023/B:QUQU.0000013236.29205.a6.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1 https://doi.org/10.1080/10705519909540118.
Johnson, R. L. (2002). Pathways to adolescent health: Early intervention. Journal of Adolescent Health, 31(6), 240–250. https://doi.org/10.1016/S1054-139X(02)00497-4.
Kaiser, F. G., & Fuhrer, U. (2003). Ecological behavior’s dependency on different forms of knowledge. Applied Psychology an International Review, 52(4), 598–613. https://doi.org/10.1111/1464-0597.00153.
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). New York, NY: The Guilford Press.
Koehoorn, M., Breslin, F. C., & Xu, F. (2008). Investigating the longer-term health consequences of work-related injuries among youth. Journal of Adolescent Health, 43(5), 466–473. https://doi.org/10.1016/j.jadohealth.2008.04.012.
Kroshus, E., Baugh, C. M., Daneshvar, D. H., & Viswanath, K. (2014). Understanding concussion reporting using a model based on the theory of planned behavior. Journal of Adolescent Health, 54(3), 269–274. https://doi.org/10.1016/j.jadohealth.2013.11.011.
Linker, D., Miller, M. E., Freeman, K. S., & Burbacher, T. (2005). Health and safety awareness for working teens: Developing a successful, statewide program for educating teen workers. Family & Community Health, 28(3), 225–238. https://doi.org/10.1097/00003727-200507000-00004.
Mardis, A. L., & Pratt, S. G. (2003). Nonfatal injuries to young workers in the retail trades and services industries in 1998. Journal of Occupational and Environmental Medicine, 45(3), 316–323. https://doi.org/10.1097/01.jom.0000052964.43131.8a.
McCall, B. P., Horwitz, I. B., & Carr, B. S. (2007). Adolescent occupational injuries and workplace risks: An analysis of oregon workers’ compensation data 1990–1997. Journal of Adolescent Health, 41(3), 248–255. https://doi.org/10.1016/j.jadohealth.2007.02.004.
Miami-Dade Public Schools (2018). http://www.dadeschools.net/.
Miara, C., Gallagher, S., Bush, D., & Dewey, R. (2003). Developing an effective tool for teaching teens about workplace safety. American Journal of Health Education, 34(sup5), S-30.
Montaño, D. E., & Kasprzyk, D. (2015). Theory of reasoned action, theory of planned behavior, and the integrated behavioral model. In K. Glanz, B. K. Rimer & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice (5th ed., pp. 95–124). Philadelphia, PA: John Wiley & Sons.
Mortimer, J. T. (2010). The benefits and risks of adolescent employment. Prevention Researcher, 17(2), 8.
Murnaghan, D. A., Blanchard, C. M., Rodgers, W. M., LaRosa, J. N., MacQuarrie, C. R., MacLellan, D. L., & Gray, B. J. (2010). Predictors of physical activity, healthy eating and being smoke-free in teens: A theory of planned behavior approach. Psychology and Health, 25(8), 925–941. https://doi.org/10.1080/08870440902866894.
Muthén, L.K., & Muthén, B.O. (1998-2017). Mplus User’s Guide (7th ed.).
Okun, A. H., Guerin, R. J., & Schulte, P. A. (2016). Foundational workplace safety and health competencies for the emerging workforce. Journal of Safety Research, 59, 43–51. https://doi.org/10.1016/j.jsr.2016.09.004.
Osterlind, S. J., & Everson, H. T. (2009). Quantitative applications in the social sciences: Differential item functioning. Thousand Oaks, CA: Sage. https://doi.org/10.4135/9781412993913.
Pisaniello, D. L., Stewart, S. K., Jahan, N., Pisaniello, S. L., Winefield, H., & Braunack-Mayer, A. (2013). The role of high schools in introductory occupational safety education – teacher perspectives on effectiveness. Safety Science, 55, 53–61. https://doi.org/10.1016/j.ssci.2012.12.011.
Podsakoff, P. M., MacKenzie, S. B., Lee, J., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879.
Pössel, P., Baldus, C., Horn, A. B., Groen, G., & Hautzinger, M. (2005). Influence of general self‐efficacy on the effects of a school‐based universal primary prevention program of depressive symptoms in adolescents: A randomized and controlled follow‐up study. Journal of Child Psychology and Psychiatry, 46(9), 982–994. https://doi.org/10.1111/j.1469-7610.2004.00395.x.
Rauscher, K. J., & Myers, D. J. (2008). Socioeconomic disparities in the prevalence of work-related injuries among adolescents in the United States. Journal of Adolescent Health, 42(1), 50–57. https://doi.org/10.1016/j.jadohealth.2007.08.003.
Rauscher, K. J., Runyan, C. W., Schulman, M. D., & Bowling, J. M. (2008). U.S. child labor violations in the retail and service industries: Findings from a national survey of working adolescents. American Journal of Public Health, 98(9), 1693–1699. https://doi.org/10.2105/AJPH.2007.122853.
Rauscher, K. J., Runyan, C. W., & Schulman, M. (2010). Awareness and knowledge of the U.S. child labor laws among a national sample of working adolescents and their parents. Journal of Adolescent Health, 47(4), 414–417. https://doi.org/10.1016/j.jadohealth.2010.02.014.
Rimal, R. N. (2000). Closing the knowledge-behavior gap in health promotion: The mediating role of self-efficacy. Health Communication, 12(3), 219–237. https://doi.org/10.1207/S15327027HC1203_01.
Rimm-Kaufman, S. E., Larsen, R. A. A., Baroody, A. E., Curby, T. W., Ko, M., Thomas, J. B., & DeCoster, J. (2014). Efficacy of the responsive classroom approach: Results from a 3-year, longitudinal randomized controlled trial. American Educational Research Journal, 51(3), 567–603. https://doi.org/10.3102/0002831214523821.
Runyan, C. W., Schulman, M., Dal Santo, J., Bowling, J. M., Agans, R., & Ta, M. (2007). Work-related hazards and workplace safety of US adolescents employed in the retail and service sectors. Pediatrics, 119(3), 526–534.
Runyan, C. W., Lewko, J., & Rauscher, K. (2012). Setting an agenda for advancing young worker safety in the U.S. and Canada. Public Health Reports, 127(3), 246–252. https://doi.org/10.1177/003335491212700303.
Sasson, H., & Mesch, G. (2016). Gender differences in the factors explaining risky behavior online. Journal of Youth and Adolescence, 45(5), 973. https://doi.org/10.1007/s10964-016-0465-7.
Schulte, P. A., Stephenson, C. M., Okun, A. H., Palassis, J., & Biddle, E. (2005). Integrating occupational safety and health information into vocational and technical education and other workforce preparation programs. American Journal of Public Health, 95(3), 404–411. https://doi.org/10.2105/AJPH.2004.047241.
Staff, J., Messersmith, E. E., & Schulenberg, J. E. (2009). Adolescents and the world of work. In R. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 270–313). New York, NY: Wiley. https://doi.org/10.1002/9780470479193.adlpsy002009.
Stapleton, L. M., McNeish, D. M., & Yang, J. S. (2016). Multilevel and single-level models for measured and latent variables when data are clustered. Educational Psychologist, 51(3-4), 317–330.
Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 28(1), 78–106. https://doi.org/10.1016/j.dr.2007.08.002.
Steinberg, L., & Dornbusch, S. M. (1991). Negative correlates of part-time employment during adolescence: Replication and elaboration. Developmental Psychology, 27(2), 304–313. https://doi.org/10.1037/0012-1649.27.2.304.
Steinberg, L., Fegley, S., & Dornbusch, S. M. (1993). Negative impact of part-time work on adolescent adjustment: Evidence from a longitudinal study. Developmental Psychology, 29(2), 171–180. https://doi.org/10.1037/0012-1649.29.2.171.
Sudhinaraset, M., & Blum, R. W. (2010). The unique developmental considerations of youth-related work injuries. International Journal of Occupational and Environmental Health, 16(2), 216–222. https://doi.org/10.1179/107735210799160372.
Toland, M. D., Sulis, I., Giambona, F., Porcu, M., & Campbell, J. M. (2017). Introduction to bifactor polytomous item response theory analysis. Journal of School Psychology, 60, 41–63. https://doi.org/10.1016/j.jsp.2016.11.001.
Tucker, S., & Turner, N. (2013). Waiting for safety: Responses by young Canadian workers to unsafe work. Journal of Safety Research, 45, 103–110. https://doi.org/10.1016/j.jsr.2013.01.006.
U.S. Centers for Disease Control and Prevention. (2010). Occupational injuries and deaths among younger workers: United States, 1998–2007. Morbidity and Mortality Weekly Report, 59(15), 449–455.
U.S. Department of Labor, Wage and Hour Division (2013). The hazardous occupations orders (HOs) for nonagricultural employment. https://www.dol.gov/whd/regs/compliance/childlabor101_text.htm.
U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health. (1999). Promoting safe work for young workers: A community-based approach. (DHHS [NIOSH] Publication No. 1999–141). Cincinnati, OH: National Institute for Occupational Safety and Health.
U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health. (2015). Youth@Work—talking safety: A safety and health curriculum for young workers, Nebraska edition (DHHS [NIOSH] Publication No. 2015–145). Cincinnati, OH: National Institute for Occupational Safety and Health.
Webb, T. L., & Sheeran, P. (2006). Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. Psychological Bulletin, 132(2), 249–268. https://doi.org/10.1037/0033-2909.132.2.249.
Weller, N. F., Cooper, S. P., Tortolero, S. R., Kelder, S. H., & Hassan, S. (2003). Work-related injury among south Texas+middle school students: Prevalence and patterns. Southern Medical Journal, 96(12), 1213–1220. https://doi.org/10.1097/01.SMJ.0000077063.17684.6D.
Wen, Z., & Fan, X. (2015). Monotonicity of effect sizes: Questioning kappa-squared as mediation effect size measure. Psychological Methods, 20(2), 193–203. https://doi.org/10.1037/met0000029.
Weston, R., & Gore, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist, 34(5), 719–751. https://doi.org/10.1177/0011000006286345.
Wiium, N., Breivik, K., & Wold, B. (2006). The relationship between smoker role models and intentions to smoke among adolescents. Journal of Youth and Adolescence, 35(4), 549–560. https://doi.org/10.1007/s10964-006-9065-2.
Yu, C. Y. (2002). Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcome (Unpublished doctoral dissertation). Los Angeles: University of California.
Zierold, K. M., & Anderson, H. A. (2006). Severe injury and the need for improved safety training among working teens. American Journal of Health Behavior, 30(5), 525.
Zierold, K. M., Garman, S., & Anderson, H. (2004). Summer work and injury among middle school students, aged 10-14 years. Occupational and Environmental Medicine, 61(6), 518–522. https://doi.org/10.1136/oem.2003.010546.
Zierold, K. M., Appana, S., & Anderson, H. A. (2012). Working for mom and dad: Are teens more likely to get injured working in family-owned businesses? Journal of Community Health, 37(1), 186–194. https://doi.org/10.1007/s10900-011-9435-x.
Zinbarg, R. E., Yovel, I., Revelle, W., & McDonald, R. P. (2006). Estimating generalizability to a latent variable common to all of a scale’s indicators: A comparison of estimators for ω. Applied Psychological Measurement, 30(2), 121–144. https://doi.org/10.1177/0146621605278814.
Acknowledgements
We thank our partners in the Miami-Dade Public Schools (M-DCPS) for making this research possible: Mr. Cristian Carranza, Administrative Director, Division of Academics (STEAM); Dr. Ava D. Rosales, Executive Director, and Mr. Dane Jaber, Instructional Supervisor, Department of Mathematics and Science; the M-DCPS School Board. For their reviews of the manuscript, we thank Jeff Reese, PhD, and Fred Danner, PhD, University of Kentucky. For editorial comments, we thank John Lechliter and Jeanette Novakovich, NIOSH.
Authors’ Contributions
R.G. conceived of the study, collected the data, conducted the statistical analyses and drafted the manuscript. M.T. performed the statistical analyses and assisted with drafting the manuscript. A.O. assisted with the research design, coordination, data collection, and manuscript review. L.R.G. and A.B. participated in the interpretation of the data and manuscript review. All authors read and approved the final manuscript.
Funding
This work was funded with internal NIOSH research funds.
Data Sharing Declaration
This manuscript’s data will not be deposited.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflict of interest.
Ethical Approval
This research was conducted in accordance with the ethical standards of the NIOSH Institutional Review Board (IRB)/NIOSH Human Research Protection Program (HRPP) and with the 1975 Helsinki declaration as revised in 2000.
Rights and permissions
About this article
Cite this article
Guerin, R.J., Toland, M.D., Okun, A.H. et al. Using a Modified Theory of Planned Behavior to Examine Adolescents’ Workplace Safety and Health Knowledge, Perceptions, and Behavioral Intention: A Structural Equation Modeling Approach. J Youth Adolescence 47, 1595–1610 (2018). https://doi.org/10.1007/s10964-018-0847-0
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10964-018-0847-0