The Relationship Between Disaster Literacy Levels and Disaster Preparedness Among Adults

The Relationship Between Disaster Literacy Levels and Disaster Preparedness Among Adults | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Relationship Between Disaster Literacy Levels and Disaster Preparedness Among Adults Ahmet GÜLSOY, Yusuf UYAN, Ebru ÖZCAN, Mahinur DURMUŞ İSKENDER This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5146129/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 21 Mar, 2025 Read the published version in Natural Hazards → Version 1 posted 5 You are reading this latest preprint version Abstract The resilience of communities to disasters is an indicator of their preparedness for such events. It is crucial for prepared communities to integrate their disaster literacy—skills in understanding, perceiving, and evaluating disasters—into disaster preparedness actions. This study aims to determine the disaster literacy and disaster preparedness levels of adults and the factors influencing these levels. This correlational and cross-sectional study included 3861 participants. Data were collected online from June 2023 to July 2023 using the Descriptive Characteristics Form, the Disaster Literacy Scale, and the Disaster Preparedness Scale. Data analysis employed frequency analysis, skewness and kurtosis, the Independent Samples t-Test, one-way ANOVA, and Pearson correlation analysis. The Pearson correlation analysis revealed a moderate positive and significant relationship between disaster literacy and disaster preparedness (r = 0.40, p < 0.001). Individuals with disaster experience had higher disaster literacy (Reduction, Preparedness, Response, and Recovery) and disaster preparedness scores compared to those without disaster experience (p < 0.05). However, lower education levels, decreased income, and increased average age were associated with reduced disaster literacy and disaster preparedness levels. This study is expected to make significant contributions to understanding the levels of disaster literacy and disaster preparedness in Turkey, a country prone to earthquakes and recently affected by one of the deadliest disasters, and to identify the factors influencing these levels and the relationship between disaster literacy and disaster preparedness. Disaster Disaster literacy Disaster management Disaster preparedness Contribution to Health Promotion Disaster preparedness is crucial to preventing, protecting against, rapidly responding to and recovering from health emergencies that threaten to overwhelm the routine capacities of public health and healthcare systems. As individuals' disaster literacy increases, their levels of individual disaster preparedness also increase. Individual preparedness forms the basis of societal preparedness against disasters, highlighting the critical importance of individual efforts in this regard. Our study found that individuals who demonstrate comprehension, perception, and conscientious assessment of disasters contribute to enhancing these factors. 1. Introduction Natural disasters have been catastrophic and unpredictable events since the beginning of Earth's existence (Kanbara et al., 2016 ). Disasters not only affect the region where they occur but also pose physical and economic challenges nationally and internationally (Cavallo & Noy, 2010 ). In recent years, there has been a significant increase in the number of disasters worldwide and in Turkey, leading to substantial loss of life and property (Kurt, Oğuztürk, Akgün, Çetin, & Mutlu, 2023 ). Disaster literacy refers to the ability of individuals or communities to understand, recognize, forecast disaster risks, and take appropriate measures to mitigate them. It encompasses the knowledge, skills, and attitudes necessary to reduce the impact of disasters, protect oneself and others, and build community resilience (Mustadi & Atmojo, 2020 ). This concept serves as a crucial starting point for individuals and communities to take action in reducing risks and minimizing damage (Genc, Yildiz, Kaya, & Bilgili, 2022 ). Individuals and communities with high disaster literacy can take appropriate steps to protect themselves and others, thereby fostering resilience against disasters. This underscores the significant role of disaster literacy in reducing disaster risks and promoting sustainable development. Therefore, using disaster literacy as a key concept for people to understand is crucial for them to fully grasp that they are living in an area prone to natural disasters (Logayah, Maryani, Ruhimat, & Wiyanarti, 2024 ). Being prepared for disasters is one of the crucial steps that societies must take to protect themselves from potential damages caused by disasters. In communities where the level of disaster preparedness has reached sufficient levels, it becomes possible to develop organizational and systematic solutions to prevent the losses that disasters could cause (Ünal, Işık, Şahin, & Yeşil, 2017 ). The ability to read, understand, and interpret information related to disasters is associated with general literacy and is essential at both individual and societal levels to enhance resilience. Preparedness refers to the planning, implementation, and evaluation aimed at reducing the adverse consequences of risks and hazards. Disaster preparedness stands as one of the most critical factors in minimizing loss and devastation in any disaster situation (Şentuna & Çakır, 2020 ). Turkey is considered a country at risk of natural disasters due to its location, where several tectonic plates converge and are actively moving (Patwary, Ashraf, Swed, Beaglehole, & Shoib, 2023 ). On February 6, 2023, at 04:17 AM, Turkey experienced one of its deadliest earthquakes in recent history, measuring 7.7 on the Richter scale, in Kahramanmaraş. The earthquake, felt in at least 10 provinces nationwide, resulted in extensive damage and loss of life. Following the earthquake, which caused the collapse of over 100,000 buildings, the death toll reached 50,096, with 107,204 injured as of March 20 (AFAD & Başkanlığı). The disaster left thousands homeless and inflicted severe damage on infrastructure, including hospitals and healthcare facilities. This major earthquake underscored the importance of disaster preparedness in disaster response (Patwary et al., 2023 ). Upon review of the literature, it was found that disaster literacy (Brown, Haun, & Peterson, 2014 ; Chung & Yen, 2016 ; Demirdelen & Çakıcı, 2021 ; Sözcü & Aydınözü, 2019 ) and disaster preparedness (individual readiness) (Avcı, 2023 ; Kapucu, 2008 ; Şahin, 2013 ; Uscher-Pines, Chandra, Acosta, & Kellermann, 2012 ) have been separately examined, yet there is a lack of specialized studies exploring their interrelationships. This study evaluates the relationship between individuals' theoretical knowledge about disasters and the implementation of this knowledge in preparedness actions. Therefore, it is believed that this study will make significant contributions to understanding the levels of disaster literacy and disaster preparedness in Turkey—a country prone to earthquakes and recently affected by one of the deadliest disasters—and to identifying the factors influencing these levels and comprehending the relationship between disaster literacy and disaster preparedness. 2. Research design and method 2.1 Research type This study was conducted as a correlational and cross-sectional descriptive research to test the relationship between the disaster literacy levels of adults and their disaster preparedness. 2.2 Research population and sample The population of the study consisted of adult individuals in Turkey, and the sample included adults who agreed to participate in the study between June 2023 and July 2023. The purposive sampling method, one of the non-probability sampling techniques, was used for sample selection. Given that the study population exceeded 10,000 individuals, a sample size of 384 was deemed sufficient for an unlimited population (Cochran, 1977 ). The study was completed with individuals who met the inclusion criteria during the specified dates: those over 18 years old, literate, without communication problems, and who agreed to participate via an online survey. 2.3 Data Collection Tools The study utilized a Descriptive Characteristics Form, which included the sociodemographic features of the participants, as well as the Disaster Literacy Scale and the Disaster Preparedness Scale. The Descriptive Characteristics Form, developed by the researchers, consists of seven questions that are believed to influence participants' concepts related to disasters (Age, Gender, Socio-economic status, Education level, Disaster-related experiences). The Disaster Literacy Scale, developed by Çalışkan ( 2020 ), consists of 61 items and 4 sub-dimensions (mitigation, preparedness, response, and recovery). Each item is scored and rated on a 5-point scale (1 - Very difficult, 2 - Difficult, 3 - Neutral, 4 - Easy, and 5 - Very easy). The scale does not contain any reverse items (Çalışkan, 2020 ). The total score that can be obtained on the scale ranges from 61 to 305, with higher scores indicating higher levels of disaster literacy among participants. The Disaster Preparedness Scale, developed by Şentuna and Çakır ( 2020 ), consists of 13 items and 4 dimensions. The scale includes four sub-dimensions: "disaster physical protection," "disaster planning," "disaster aid," and "disaster warning systems". The items are rated on a 4-point Likert scale: "1 - Strongly No," "2 - No," "3 - Yes," and "4 - Strongly Yes." The minimum score that can be obtained on the scale is 13, and the maximum score is 52. Higher scores indicate higher levels of disaster preparedness (Şentuna & Çakır, 2020 ). The Cronbach's alpha coefficient for the entire scale is 0.82. 2.4 Data Collection Process The data for the study were collected online between June 2023 and July 2023 using the snowball sampling method, a type of purposive sampling. Participants who agreed to join the study, reached via social media, were sent the study link through email. They were then asked to share the research link on social media platforms to facilitate data collection. 2.5 Data Analysis The data were analyzed using SPSS 23 software. Participants' descriptive characteristics were expressed as numbers and percentages. For statistical analysis, a significance level of 0.05 was accepted within a 95% confidence interval. The normal distribution of the scales used in the study was assessed by examining the skewness and kurtosis coefficients. The Cronbach's alpha (α) coefficient was calculated to determine the internal consistency of the scales and subscales. The Independent Samples t-test was used to compare two groups, and a one-way ANOVA test was used to compare more than two groups. Pearson correlation analysis was employed to identify the relationship between disaster literacy and disaster preparedness. 3. Results Parametric tests require data to be normally distributed as an assumption (Mishra & Suar, 2007 ). Therefore, the normality of the data was first assessed to determine if this assumption was met. Analysis of the Skewness and Kurtosis coefficients obtained from the normality assessment of the scales used in the study (Table 1) revealed that the data exhibited normal distribution. To assess the internal consistency of the scales and subscales, Cronbach's alpha (α) coefficients were computed. An α coefficient between 0.81 and 1.00 indicates high reliability for the scale (Kiliç, 2016 ). The α coefficients of the scales are provided in Table 1. Upon reviewing Table 1, it is evident that the scales used in the study exhibit high reliability. Tablo-2 shows the distribution of the participants according to certain characteristics. The majority of the participants in the study are in the 18–24 age range (42%), and approximately 53% of the participants are university graduates. Furthermore, 51.6% of the participants have experienced a disaster before. Tablo-2 analysis reveals that participants with disaster experience tend to have higher scores in disaster literacy (mitigation, preparedness, response, and recovery) and disaster preparedness compared to those without disaster experience, although the difference is not statistically significant (p > 0.05). Participants from nuclear families have statistically significantly higher scores in disaster literacy (mitigation, preparedness, response, and recovery) compared to participants from extended families (p < 0.05). Additionally, employed participants were found to exhibit higher disaster preparedness scores compared to unemployed participants, and this difference is statistically significant (p < 0.05). Participants' disaster literacy (mitigation, preparedness, response, and recovery) scores and disaster preparedness scores vary significantly (p < 0.05) according to their educational backgrounds. It is observed that participants with postgraduate education have the lowest scores in disaster literacy and disaster preparedness. There is a statistically significant difference (p < 0.05) in disaster literacy (mitigation, preparedness, response, and recovery) scores between participants with postgraduate education and those with high school and undergraduate education. Participants with the highest disaster literacy (mitigation, preparedness, response, and recovery) scores were those who graduated from university. Literate participants had significantly lower disaster literacy (preparedness) scores compared to participants with primary, high school, and university education (p < 0.05). Additionally, literate participants had significantly lower disaster preparedness scores compared to participants with high school and university education (p < 0.05). Participants whose income exceeded their expenses had higher disaster preparedness and disaster literacy scores compared to those whose income matched their expenses or was less, and this difference was statistically significant (p < 0.05) (Table 2). Approximately three-quarters of individuals who have encountered disasters have experienced earthquakes. Participants who have experienced disasters most commonly report encountering earthquakes, floods, and fires, respectively. When the impact of disasters on participants who have experienced disasters is examined, it can be stated that the most commonly encountered impact is psychological. About one-third of participants who have experienced disasters have been psychologically affected by the disaster they experienced. While psychological impact is most commonly encountered in participants who have experienced earthquakes, participants who have experienced other types of disasters most commonly report material loss as the impact of the disaster. The types of disasters experienced by participants and the frequencies of disaster impacts are presented in Table 3. The correlation analysis using Pearson correlation coefficient to determine the relationship between disaster literacy and disaster preparedness is presented in Table 4. The analysis revealed a moderate positive and significant relationship between disaster literacy and disaster preparedness (r = 0.40, p < 0.001). The square of the correlation coefficient (R 2 : Coefficient of determination) can be computed to convert into a measure of explained variance. This result can be interpreted as the proportion of variance in one variable that can be explained by the other variable (Janse et al., 2021 ). For instance, the correlation between disaster literacy and disaster preparedness was calculated as r = 0.402 and R 2 = 0.16. Therefore, 16% of the variability in disaster preparedness can be explained by disaster literacy. 4. Discussion The resilience of communities to disasters is an indicator of their preparedness for such events. Prepared communities have developed and implemented a comprehensive action plan that covers both pre-disaster and post-disaster phases. Individual preparedness forms the foundation of community preparedness, as personal preparation efforts contribute to overall societal resilience. However, in studies related to disaster preparedness, individuals' levels of understanding disasters are often not assessed prior to measuring their preparedness levels. It is crucial first to evaluate disaster literacy, which involves understanding, perceiving, and consciously assessing disasters, before evaluating the implementation levels of disaster preparedness. In our study, we examined the relationship between individuals' disaster literacy and their personal preparedness. We measured whether individuals have translated their theoretical knowledge about disasters into practical applications in their lives and how this relates to their disaster experience. Furthermore, analyses of disaster literacy were conducted separately for each phase of disasters. Our study found that individuals with disaster experience had higher disaster literacy scores (mitigation, preparedness, response, and recovery) and disaster preparedness scores compared to those without disaster experience (p < 0.05). Similarly, other studies have shown that individuals who have experienced one or more disasters have a better understanding of disaster-related information and are more willing to prepare for future disasters (Chung & Yen, 2016 ; Heller, Alexander, Gatz, Knight, & Rose, 2005 ; Mishra & Suar, 2007 ; Nguyễn, Bostrom, Abramson, & Moy, 2023 ; Tkachuck, Schulenberg, & Lair, 2018 ; Ünal et al., 2017 ; Watson, Loffredo, & McKee, 2011 ). It has been observed that individuals who were highly exposed to the September 11 attacks in 2001 were better prepared for Hurricane Sandy in 2012 compared to those who were not exposed or were minimally exposed to the September 11 attacks. Additionally, those with disaster experience were found to be more aware of preparedness campaigns, more likely to gather information about these campaigns, and more inclined to recognize the inadequacies of existing preparations, leading to a greater willingness to prepare (Gargano, Caramanica, Sisco, Brackbill, & Stellman, 2015 ). In their study, Sattler et al. ( 2000 ) indicated that disaster experience influences individuals' propensity to engage in preparedness activities; however, this inclination diminishes over time (Sattler, Kaiser, & Hittner, 2000 ). Contrary to our findings, there are studies suggesting that disaster experience does not significantly impact disaster literacy and preparedness (Çelik, 2023 ; Demirci, 2021 ; Dikmenli & Yakar, 2019 ; Lovekamp & McMahon, 2011 ; Nguyễn et al., 2023 ; Simms, Kusenbach, & Tobin, 2013 ). For example, Chen et al. ( 2012 ) found that Houston residents who experienced Hurricane Ike showed no progress in developing an evacuation plan or understanding what to do in an emergency a year later (Chen, Banerjee, & Liu, 2012 ). It appears that individuals who, along with their family members or relatives, have experienced and been affected by disasters are aware of disasters but do not engage in any preparatory actions as a result (Çelik, 2023 ). In a study conducted by Simms, Kusenbach, and Tobin, 80% of participants reported having experienced a hurricane disaster. Despite their disaster experiences, only 28% of participants indicated that they were in the preparation stage for a hurricane, and merely 8% reported being fully prepared (Simms et al., 2013 ). Disaster experience can be gained not only by directly experiencing a disaster but also by participating in disaster education and subsequent disaster drills. Individuals who have received disaster education are found to be more aware of disaster preparedness campaigns, gather more information about these campaigns, and tend to recognize the inadequacy of current preparations, making them more inclined to prepare. It is believed that disaster education can positively impact both disaster literacy and preparedness. In a study assessing the level of disaster preparedness in Australia, 83 out of 140 participants (59.3%) had previously received disaster preparedness training, 53 (37.9%) had participated in a disaster simulation drill, and 18 (12.9%) had actively managed a disaster. The study emphasized that these participants were better prepared to cope with such situations compared to those without any disaster management or related training or simulation experience (Corrigan & Samrasinghe, 2012 ). In communities affected by disasters, common psychological disorders include post-traumatic stress disorder (PTSD), anxiety disorders, and depression (Cheng, Liang, Fu, & Liu, 2018 ; Young, Ford, Ruzek, Friedman, & Gusman, 1998 ). The most common psychological disorder observed after a disaster is PTSD, with prevalence rates ranging from 4–60%. A study on those affected by the 2010 Haiti earthquake found that 36.7% of the survivors exhibited symptoms of PTSD, while 25.9% showed signs of depression (Cénat & Derivois, 2014 ). In our study, when examining the effects of disasters on participants, the most commonly encountered impact appears to be psychological, with approximately one-third of participants experiencing psychological effects from the disaster. In their meta-analysis, Leiva-Bianchi et al. ( 2018 ) identified PTSD and depression as the predominant negative effects of disasters. They also found that the duration of exposure to the disaster correlates with increased negative effects (Leiva-Bianchi, Cornejo, Fresno, Rojas, & Serrano, 2018 ). The extent of loss and damage resulting from a disaster determines the level of psychological impact experienced. Moreover, individuals' levels of disaster literacy play a crucial role in their ability to absorb the psychological effects of disasters. Increasing levels of education enhance individuals' awareness, directly contributing to cognitive and problem-solving skills development, and indirectly reducing poverty, facilitating access to information, and enhancing social capital. This, in turn, is believed to increase both individual and societal resilience (Muttarak & Lutz, 2014 ). In our study, as participants' education level increases, their disaster literacy and disaster preparedness levels significantly increase (p < 0.05). Numerous studies on disaster preparedness report that individuals with higher education are more inclined to adopt preparedness measures for various disasters (Al-rousan, Rubenstein, & Wallace, 2015 ; Castañeda, Bronfman, Cisternas, & Repetto, 2020 ). Hoffman and Muttarak (2017) found in their research on education's impact on disaster preparedness that receiving an additional year of education increases the likelihood of taking preparedness measures by an average of 6%. Furthermore, a 10% increase in the proportion of family members aged ≤ 5 years increases the preparedness rate of family members by 17%, and as the education level within the family increases, the literacy levels of other individuals also increase. Zamboni et al. found a significant relationship between education levels within the family and the preparedness of all family members (Hoffmann & Muttarak, 2017 ). In our study, a significant relationship was found between nuclear family structure and disaster literacy across all subscales, whereas no significant relationship was found between nuclear family structure and preparedness. Increased social interaction among family members leads to higher levels of knowledge and skill exchange. Specifically, education provided by parents during childhood is observed to influence preparedness behaviors (Muttarak & Pothisiri, 2013 ). Watson, Loffredo, and McKee conducted a survey with students at a university in Texas following a hurricane, and they noted that students expressed not only the belief that they could better prepare for disasters but also that they needed more information about disasters to better prepare (Watson et al., 2011 ). Participants in the survey, 70% (n = 361) of whom were living with their families, relied on their families for guidance on disaster-related issues, as reported by Nguyễn et al. ( 2023 ) in their study measuring the role of individual and community-based resources in disaster preparedness in Seattle, USA. The majority of participants lived in single-family homes, and the disaster preparedness rate was determined to be 68%. Their study did not find a relationship between extended family ties and preparedness (Nguyễn et al., 2023 ). Family bonds are important not only for pre-disaster preparedness but also for post-disaster support, with family support being the first expected source of assistance in the face of disasters (Hawkins & Maurer, 2010 ). Household income positively impacts the resilience of households against disasters. Şentuna and Çakır ( 2020 ) indicated in their study conducted in Balıkesir that approximately 70% of households with insufficient income reside in non-resistant structures (Şentuna & Çakı, 2020 ). Sattler, Kaiser, and Hittner administered surveys to students under hurricane alerts in two different instances (i.e., during two different hurricanes). They noted that among the survey participants, those who were much more prepared for hurricanes had higher income levels and greater perceived control over their behaviors (i.e., locus of control) (Sattler et al., 2000 ). In our study, similar to the studies mentioned, we found significant associations between economic income status and both disaster literacy and disaster preparedness (p < 0.05). Bulut ( 2023 ) conducted a study on disaster literacy, revealing that individuals with income exceeding expenses tend to have higher levels of disaster literacy compared to other income categories (Bulut, 2023 ). Nguyễn et al. ( 2023 ) found that an individual's income level positively influences their ability to purchase materials, determine security options, or engage in other disaster prevention efforts (Nguyễn et al., 2023 ). When individuals, especially those facing financial hardship or other forms of disadvantage, find themselves in such situations, preparing for uncertain, intermittent, and rare events can be challenging. Unlike our study, Pathirage et al. ( 2012 ) indicated that both individual and societal economic issues negatively affect disaster resilience (Pathirage, Seneviratne, Amaratunga, & Haigh, 2012 ). In this study, no significant difference was found between the economic status variable and the level of disaster preparedness. 5. Conclusion In this study, a positive relationship was found between disaster literacy and disaster preparedness. As individuals' disaster literacy increases, their levels of individual disaster preparedness also increase. The research findings indicate that individuals who have experienced disasters themselves or through close relatives have a better understanding of disaster-related information and are more willing to prepare for disasters. Additionally, participants in the study have predominantly experienced earthquake disasters, which have had the most significant psychological impact on them following these events. Individual preparedness forms the basis of societal preparedness against disasters, highlighting the critical importance of individual efforts in this regard. Increasing individuals' knowledge about disasters can be achieved through enhancing their disaster literacy. To accomplish this, it is essential to raise individual education levels and incorporate more disaster-related topics into educational curricula and resources. Moreover, it is essential to explore diverse communication methods aimed at improving household disaster literacy levels to raise individual awareness. Disaster preparedness is shaped by various factors. Our study found that individuals who demonstrate comprehension, perception, and conscientious assessment of disasters contribute to enhancing these factors. Hence, there is a need to intensify efforts in conducting more studies focused on enhancing disaster preparedness. Declarations Acknowledgements The authors would like to thank all participants of the study. Each author listed on the manuscript has seen and approved the submitted version of the manuscript and takes full responsibility for the manuscript. Funding Information The author(s) received no financial support for the research, authorship and/or publication of this article. Conflict of Interest The author(s) declared no potential conflicts of interest concerning the research, authorship and/or publication of this article. Ethical Considerations We warrant that the material contained in the manuscript represents original work, has not been published elsewhere and is not under consideration for publication elsewhere. Before commencing the study, ethical approval was obtained from the Ethics Committee of Social and Human Sciences at Kastamonu University with the number 8/16 dated 11.07.2023. Permission to use the scales was secured from the authors. Additionally, informed consent was obtained from all participants prior to the start of the research. The research was conducted in accordance with the ethical standards of the Declaration of Helsinki. The data that support the findings of this study are available from the corresponding author, upon reasonable request. Author Contributions Manuscript writing, data analysis and final version approval: AG; study conception and final version approval: YU; Manuscript writing and final version approval: EÖ; study conception, final version approval: MDI. References AFAD A, Başkanlığı ADY Kahramanmaraş’ta Meydana Gelen Depremler Hk.–34. 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J Appl Soc Psychol 30(7):1396–1420 Simms JL, Kusenbach M, Tobin GA (2013) Equally unprepared: Assessing the hurricane vulnerability of undergraduate students. Weather Clim Soc 5(3):233–243 Sözcü U, Aydınözü D (2019) ÖĞRETMEN ADAYLARININ DOĞAL AFET OKURYAZARLIK DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ. Lnternational J Geogr Geogr Educ (40), 79–91 Şahin N (2013) Disaster Management and Emergency Plans (Afet Yönetimi ve Acil Yardim Planlari). TMMOB İzmir City Symposium. In: İzmir-Turkey Şentuna B, Çakı F (2020) Balıkesir örnekleminde bir ölçek geliştirme çalışması: Afet hazırbulunuşluk ölçeği. İdealkent, 11 (31), 1959–1983. In Şentuna B, Çakır F (2020) A scale development study in Balıkesir sampling: Disaster Preparedness Scale. İdealkent 11(31):1959–1983 Tkachuck MA, Schulenberg SE, Lair EC (2018) Natural disaster preparedness in college students: Implications for institutions of higher learning. J Am Coll Health 66(4):269–279 Uscher-Pines L, Chandra A, Acosta J, Kellermann A (2012) Citizen preparedness for disasters: are current assumptions valid? Disaster Med Pub Health Prep 6(2):170–173 Ünal Y, Işık E, Şahin S, Yeşil ST (2017) Sağlık afet çalışanlarının depremlere ilişkin bireysel hazırlık düzeylerinin değerlendirilmesi: Ulusal Medikal Kurtarma Ekipleri (UMKE) Derneği örneği. Dokuz Eylül Üniversitesi Tıp Fakültesi Dergisi 31(2):71–80 Watson PG, Loffredo VJ, McKee JC (2011) When a natural disaster occurs: lessons learned in meeting students' needs. J Prof Nurs 27(6):362–369 Young BH, Ford JD, Ruzek JI, Friedman MJ, Gusman FD (1998) Disaster mental health services. A Guidebook for Clinicians and Administrators. VA Medical & Regional Office Center White River Junction, Vermont Tables Table-1 Skewness, Kurtosis and Cronbach’s alpha (α) coefficients Scales Skewness coefficient Kurtosis coefficient Cronbach α coefficient Disaster Literacy Scale (Mitigation) -.562 -.350 0.97 Disaster Literacy Scale (Preparedness) -.608 -.292 0.97 Disaster Literacy Scale (Response) -.644 -.349 0.97 Disaster Literacy Scale (Recovery) -.552 -.512 0.97 Disaster Preparedness Scale .059 -.642 0.92 Table-2 Frequency analysis, t test and ANOVA results Variables n % Mitigation Mean-Sd Preparedness Mean -Sd Response Mean -Sd Recovery Mean -Sd DPS Mean -Sd Age 18-24 1629 42.2 3.48±0.96 3.52±0.98 3.54±1.02 3.47±1.03 3.07±0.86 25-34 689 17.8 3.47±1.01 3.50±1.03 3.54±1.05 3.49±1.07 3.12±0.94 35-44 722 18.7 3.40±0.99 3.42±1.00 3.46±1.04 3.41±1.03 3.02±0.89 45-54 602 15.6 3.47±0.93 3.50±0.93 3.55±0.94 3.50±0.96 3.13±0.89 55 and over 219 5.7 3.52±0.92 3.50±0.93 3.60±0.92 3.51±0.95 3.02±0.93 Test and p value F:1.098 p:0.36 F:1.159 p: 0.33 F:1.154 p:0.33 F:0.836 p:0.50 F:1.860 p:0.12 Education Level Literate 150 3.9 3.33±0.84 3.30±0.89 3.40±0.92 3.33±0.92 2.90±0.90 Primary school 582 15.1 3.44±0.98 3.48±0.99 3.53±1.00 3.50±1.00 3.02±0.89 High school 976 25.3 3.46±1.01 3.49±1.00 3.53±1.03 3.49±1.03 3.10±0.92 University 2052 53.1 3.49±0.95 3.53±0.97 3.55±1.00 3.48±1.02 3.10±0.86 Postgraduate 101 2.6 3.22±1.07 3.18±1.09 3.21±1.11 3.20±1.17 2.98±1.05 Test and p value F:2.811 p: 0.02* F:4.759 p:0.01* F:3.390 p:0.01* F:2.813 p:0.02* F:2.874 p:0.02* Employment status Employed 1898 49.2 3.47±0.99 3.49±1.00 3.53±1.03 3.47±1.04 3.14±0.92 Unemployed 1963 50.8 3.45±0.94 3.49±0.96 3.53±0.99 3.47±1.00 3.01±0.86 Test and p value t: 0.587 p:0.55 t: 0.114 p:0.09 t: -0.280 p:0.78 t: 0.13 p:0.89 t: 4.468 p<0.001* Family Type Nuclear 3029 78.5 3.48±0.96 3.51±0.97 3.55±1.00 3.49±1.02 3.08±0.88 Extended 832 21.5 3.39±0.98 3.42±1.00 3.47±1.03 3.40±1.04 3.08±0.92 Test and p value t:2.327 p:0.02* t: 2.438 p: 0.015* t: 2.104 p:0.03* t: 2.134 p: 0.03* t: -0.259 p: 0.79 Income level Income lower than expenses 963 24.9 3.38±1.03 3.42±1.04 3.45±1.08 3.39±1.09 2.97±0.91 Income equals expenses 1998 51.7 3.46±0.93 3.49±0.95 3.52±0.98 3.47±0.99 3.08±0.86 Income higher than expenses 900 23.3 3.56±0.96 3.59±0.97 3.63±0.99 3.56±1.02 3.19±0.92 Test and p value F:7.417 p: 0.001* F:6.680 p: 0.001* F:6.782 p: 0.001* F:6.219 p: 0.002* F:14.155 p<0.001* Disaster experience Experienced a disaster 1993 51.6 3.48±0.95 3.51±0.97 3.55±1.00 3.49±1.02 3.09±0.88 Not experienced a disaster 1868 48.4 3.45±0.98 3.47±0.99 3.51±1.02 3.45±1.03 3.07±0.91 Test and p value t: 0.938 p: 0.34 t: 1.167 p: 0.24 t: 1.068 p:0.28 t: 1.087 p:0.27 t: 0.646 p:0.51 * Statistically significant values (p<0.05) Table-3 Disaster Types Experienced by Participants and Effects of Disasters Earthquake Flood Fire Landslide Other Total Material loss n 283 119 72 14 9 497 % 19.2% 37.2% 47.4% 53.8% 50.0% Loss of life among relatives n 186 19 8 2 1 216 % 12.6% 5.9% 5.3% 7.7% 5.6% Injury n 42 17 22 3 1 85 % 2.8% 5.3% 14.5% 11.5% 5.6% Injury among relatives n 150 25 27 4 1 207 % 10.2% 7.8% 17.8% 15.4% 5.6% Illness n 66 25 14 2 1 108 % 4.5% 7.8% 9.2% 7.7% 5.6% Illness among relatives n 116 24 5 2 0 147 % 7.9% 7.5% 3.3% 7.7% 0.0% Psychological impact n 746 108 56 7 9 926 % 50.5% 33.8% 36.8% 26.9% 50.0% Not affected n 517 98 27 1 3 646 % 35.0% 30.6% 17.8% 3.8% 16.7% 1477 320 152 26 18 1993 Table-4 Pearson correlation analysis results Scales and sub-dimensions Analysis Disaster Preparedness Recovery Response Preparedness Mitigation Mitigation Pearson r .402 * .856 * .876 * .917 * 1 p .000 0.000 0.000 0.000 n 3861 3861 3861 3861 3861 Preparedness Pearson r .406 * .883 * .921 * 1 p .000 0,000 0.000 n 3861 3861 3861 3861 Response Pearson r .405 * .920 * 1 p .000 0.000 n 3861 3861 3861 Recovery Pearson r .417 * 1 p .000 n 3861 3861 Disaster Preparedness Pearson r 1 p n 3861 *Correlation significant at p<0.01. Cite Share Download PDF Status: Published Journal Publication published 21 Mar, 2025 Read the published version in Natural Hazards → Version 1 posted Reviewers agreed at journal 01 Nov, 2024 Reviewers invited by journal 01 Nov, 2024 Editor invited by journal 12 Oct, 2024 Editor assigned by journal 27 Sep, 2024 First submitted to journal 25 Sep, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5146129","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":373050031,"identity":"024b9e29-881c-4c94-973c-f176c180d459","order_by":0,"name":"Ahmet GÜLSOY","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA30lEQVRIiWNgGAWjYDACCSBm/CPBY3+8AcgysCBSy8EGCxmGMwdAWiSI1lJhw3AjAcYlAPhndyc+/rhDgodx5vOrG34USDDwt3cn4LfkztnNBgfPSPAwS+eU3ewBOkzizNkN+K25kbtN4gCbBA+bdE7aDR6gFgOJXPxa5G/kbv8B0sIjeSbt5h9itBgAbWE42CbBIyHBfuw2UbYY3sjdLHEG6BcDnhy22zIGQL2E/CJ3I3fjh4qKOnsD9uPPbr75YyPH395LwPsIwGMAJolVDgLsD0hRPQpGwSgYBSMIAABqRUk9YqUCCwAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0000-0001-8206-3889","institution":"Kastamonu Universitesi","correspondingAuthor":true,"prefix":"","firstName":"Ahmet","middleName":"","lastName":"GÜLSOY","suffix":""},{"id":373050032,"identity":"dfe9d12a-7bdf-4804-9bab-3816141d6e29","order_by":1,"name":"Yusuf UYAN","email":"","orcid":"","institution":"Kastamonu Universitesi","correspondingAuthor":false,"prefix":"","firstName":"Yusuf","middleName":"","lastName":"UYAN","suffix":""},{"id":373050033,"identity":"827b4ecf-b4ad-4beb-930a-3f7241f537b1","order_by":2,"name":"Ebru ÖZCAN","email":"","orcid":"","institution":"Kastamonu Universitesi","correspondingAuthor":false,"prefix":"","firstName":"Ebru","middleName":"","lastName":"ÖZCAN","suffix":""},{"id":373050034,"identity":"cb1372a9-24cf-4b08-adac-3d23ad50fc3c","order_by":3,"name":"Mahinur DURMUŞ İSKENDER","email":"","orcid":"","institution":"Kastamonu Universitesi","correspondingAuthor":false,"prefix":"","firstName":"Mahinur","middleName":"DURMUŞ","lastName":"İSKENDER","suffix":""}],"badges":[],"createdAt":"2024-09-24 14:57:04","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5146129/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5146129/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1007/s11069-025-07225-z","type":"published","date":"2025-03-21T15:58:29+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":79120733,"identity":"0d71b5af-06de-45f7-aaf3-4107771cc334","added_by":"auto","created_at":"2025-03-24 16:11:17","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":838683,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5146129/v1/ab2137b2-0504-4249-a2b2-ae7009793191.pdf"}],"financialInterests":"","formattedTitle":"The Relationship Between Disaster Literacy Levels and Disaster Preparedness Among Adults","fulltext":[{"header":"Contribution to Health Promotion","content":"\u003cul\u003e\n \u003cli\u003eDisaster preparedness is crucial to preventing, protecting against, rapidly responding to and recovering from health emergencies that threaten to overwhelm the routine capacities of public health and healthcare systems.\u003c/li\u003e\n \u003cli\u003eAs individuals\u0026apos; disaster literacy increases, their levels of individual disaster preparedness also increase.\u003c/li\u003e\n \u003cli\u003eIndividual preparedness forms the basis of societal preparedness against disasters, highlighting the critical importance of individual efforts in this regard.\u003c/li\u003e\n \u003cli\u003eOur study found that individuals who demonstrate comprehension, perception, and conscientious assessment of disasters contribute to enhancing these factors.\u003c/li\u003e\n\u003c/ul\u003e"},{"header":"1. Introduction","content":"\u003cp\u003eNatural disasters have been catastrophic and unpredictable events since the beginning of Earth's existence (Kanbara et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Disasters not only affect the region where they occur but also pose physical and economic challenges nationally and internationally (Cavallo \u0026amp; Noy, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). In recent years, there has been a significant increase in the number of disasters worldwide and in Turkey, leading to substantial loss of life and property (Kurt, Oğuzt\u0026uuml;rk, Akg\u0026uuml;n, \u0026Ccedil;etin, \u0026amp; Mutlu, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDisaster literacy refers to the ability of individuals or communities to understand, recognize, forecast disaster risks, and take appropriate measures to mitigate them. It encompasses the knowledge, skills, and attitudes necessary to reduce the impact of disasters, protect oneself and others, and build community resilience (Mustadi \u0026amp; Atmojo, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This concept serves as a crucial starting point for individuals and communities to take action in reducing risks and minimizing damage (Genc, Yildiz, Kaya, \u0026amp; Bilgili, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Individuals and communities with high disaster literacy can take appropriate steps to protect themselves and others, thereby fostering resilience against disasters. This underscores the significant role of disaster literacy in reducing disaster risks and promoting sustainable development. Therefore, using disaster literacy as a key concept for people to understand is crucial for them to fully grasp that they are living in an area prone to natural disasters (Logayah, Maryani, Ruhimat, \u0026amp; Wiyanarti, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBeing prepared for disasters is one of the crucial steps that societies must take to protect themselves from potential damages caused by disasters. In communities where the level of disaster preparedness has reached sufficient levels, it becomes possible to develop organizational and systematic solutions to prevent the losses that disasters could cause (\u0026Uuml;nal, Işık, Şahin, \u0026amp; Yeşil, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The ability to read, understand, and interpret information related to disasters is associated with general literacy and is essential at both individual and societal levels to enhance resilience. Preparedness refers to the planning, implementation, and evaluation aimed at reducing the adverse consequences of risks and hazards. Disaster preparedness stands as one of the most critical factors in minimizing loss and devastation in any disaster situation (Şentuna \u0026amp; \u0026Ccedil;akır, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTurkey is considered a country at risk of natural disasters due to its location, where several tectonic plates converge and are actively moving (Patwary, Ashraf, Swed, Beaglehole, \u0026amp; Shoib, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). On February 6, 2023, at 04:17 AM, Turkey experienced one of its deadliest earthquakes in recent history, measuring 7.7 on the Richter scale, in Kahramanmaraş. The earthquake, felt in at least 10 provinces nationwide, resulted in extensive damage and loss of life. Following the earthquake, which caused the collapse of over 100,000 buildings, the death toll reached 50,096, with 107,204 injured as of March 20 (AFAD \u0026amp; Başkanlığı). The disaster left thousands homeless and inflicted severe damage on infrastructure, including hospitals and healthcare facilities. This major earthquake underscored the importance of disaster preparedness in disaster response (Patwary et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eUpon review of the literature, it was found that disaster literacy (Brown, Haun, \u0026amp; Peterson, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Chung \u0026amp; Yen, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Demirdelen \u0026amp; \u0026Ccedil;akıcı, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; S\u0026ouml;zc\u0026uuml; \u0026amp; Aydın\u0026ouml;z\u0026uuml;, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) and disaster preparedness (individual readiness) (Avcı, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Kapucu, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Şahin, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Uscher-Pines, Chandra, Acosta, \u0026amp; Kellermann, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) have been separately examined, yet there is a lack of specialized studies exploring their interrelationships. This study evaluates the relationship between individuals' theoretical knowledge about disasters and the implementation of this knowledge in preparedness actions. Therefore, it is believed that this study will make significant contributions to understanding the levels of disaster literacy and disaster preparedness in Turkey\u0026mdash;a country prone to earthquakes and recently affected by one of the deadliest disasters\u0026mdash;and to identifying the factors influencing these levels and comprehending the relationship between disaster literacy and disaster preparedness.\u003c/p\u003e"},{"header":"2. Research design and method","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Research type\u003c/h2\u003e \u003cp\u003eThis study was conducted as a correlational and cross-sectional descriptive research to test the relationship between the disaster literacy levels of adults and their disaster preparedness.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Research population and sample\u003c/h2\u003e \u003cp\u003eThe population of the study consisted of adult individuals in Turkey, and the sample included adults who agreed to participate in the study between June 2023 and July 2023. The purposive sampling method, one of the non-probability sampling techniques, was used for sample selection. Given that the study population exceeded 10,000 individuals, a sample size of 384 was deemed sufficient for an unlimited population (Cochran, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e1977\u003c/span\u003e). The study was completed with individuals who met the inclusion criteria during the specified dates: those over 18 years old, literate, without communication problems, and who agreed to participate via an online survey.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Data Collection Tools\u003c/h2\u003e \u003cp\u003eThe study utilized a Descriptive Characteristics Form, which included the sociodemographic features of the participants, as well as the Disaster Literacy Scale and the Disaster Preparedness Scale.\u003c/p\u003e \u003cp\u003eThe Descriptive Characteristics Form, developed by the researchers, consists of seven questions that are believed to influence participants' concepts related to disasters (Age, Gender, Socio-economic status, Education level, Disaster-related experiences).\u003c/p\u003e \u003cp\u003eThe Disaster Literacy Scale, developed by \u0026Ccedil;alışkan (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), consists of 61 items and 4 sub-dimensions (mitigation, preparedness, response, and recovery). Each item is scored and rated on a 5-point scale (1 - Very difficult, 2 - Difficult, 3 - Neutral, 4 - Easy, and 5 - Very easy). The scale does not contain any reverse items (\u0026Ccedil;alışkan, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The total score that can be obtained on the scale ranges from 61 to 305, with higher scores indicating higher levels of disaster literacy among participants.\u003c/p\u003e \u003cp\u003eThe Disaster Preparedness Scale, developed by Şentuna and \u0026Ccedil;akır (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), consists of 13 items and 4 dimensions. The scale includes four sub-dimensions: \"disaster physical protection,\" \"disaster planning,\" \"disaster aid,\" and \"disaster warning systems\". The items are rated on a 4-point Likert scale: \"1 - Strongly No,\" \"2 - No,\" \"3 - Yes,\" and \"4 - Strongly Yes.\" The minimum score that can be obtained on the scale is 13, and the maximum score is 52. Higher scores indicate higher levels of disaster preparedness (Şentuna \u0026amp; \u0026Ccedil;akır, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The Cronbach's alpha coefficient for the entire scale is 0.82.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Data Collection Process\u003c/h2\u003e \u003cp\u003eThe data for the study were collected online between June 2023 and July 2023 using the snowball sampling method, a type of purposive sampling. Participants who agreed to join the study, reached via social media, were sent the study link through email. They were then asked to share the research link on social media platforms to facilitate data collection.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.5 Data Analysis\u003c/h2\u003e \u003cp\u003eThe data were analyzed using SPSS 23 software. Participants' descriptive characteristics were expressed as numbers and percentages. For statistical analysis, a significance level of 0.05 was accepted within a 95% confidence interval. The normal distribution of the scales used in the study was assessed by examining the skewness and kurtosis coefficients. The Cronbach's alpha (α) coefficient was calculated to determine the internal consistency of the scales and subscales. The Independent Samples t-test was used to compare two groups, and a one-way ANOVA test was used to compare more than two groups. Pearson correlation analysis was employed to identify the relationship between disaster literacy and disaster preparedness.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Results","content":"\u003cp\u003eParametric tests require data to be normally distributed as an assumption (Mishra \u0026amp; Suar, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Therefore, the normality of the data was first assessed to determine if this assumption was met. Analysis of the Skewness and Kurtosis coefficients obtained from the normality assessment of the scales used in the study (Table\u0026nbsp;1) revealed that the data exhibited normal distribution.\u003c/p\u003e \u003cp\u003eTo assess the internal consistency of the scales and subscales, Cronbach's alpha (α) coefficients were computed. An α coefficient between 0.81 and 1.00 indicates high reliability for the scale (Kili\u0026ccedil;, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). The α coefficients of the scales are provided in Table\u0026nbsp;1. Upon reviewing Table\u0026nbsp;1, it is evident that the scales used in the study exhibit high reliability.\u003c/p\u003e \u003cp\u003eTablo-2 shows the distribution of the participants according to certain characteristics. The majority of the participants in the study are in the 18\u0026ndash;24 age range (42%), and approximately 53% of the participants are university graduates. Furthermore, 51.6% of the participants have experienced a disaster before.\u003c/p\u003e \u003cp\u003eTablo-2 analysis reveals that participants with disaster experience tend to have higher scores in disaster literacy (mitigation, preparedness, response, and recovery) and disaster preparedness compared to those without disaster experience, although the difference is not statistically significant (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Participants from nuclear families have statistically significantly higher scores in disaster literacy (mitigation, preparedness, response, and recovery) compared to participants from extended families (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Additionally, employed participants were found to exhibit higher disaster preparedness scores compared to unemployed participants, and this difference is statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05).\u003c/p\u003e \u003cp\u003eParticipants' disaster literacy (mitigation, preparedness, response, and recovery) scores and disaster preparedness scores vary significantly (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) according to their educational backgrounds. It is observed that participants with postgraduate education have the lowest scores in disaster literacy and disaster preparedness. There is a statistically significant difference (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) in disaster literacy (mitigation, preparedness, response, and recovery) scores between participants with postgraduate education and those with high school and undergraduate education. Participants with the highest disaster literacy (mitigation, preparedness, response, and recovery) scores were those who graduated from university. Literate participants had significantly lower disaster literacy (preparedness) scores compared to participants with primary, high school, and university education (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Additionally, literate participants had significantly lower disaster preparedness scores compared to participants with high school and university education (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Participants whose income exceeded their expenses had higher disaster preparedness and disaster literacy scores compared to those whose income matched their expenses or was less, and this difference was statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) (Table\u0026nbsp;2).\u003c/p\u003e \u003cp\u003eApproximately three-quarters of individuals who have encountered disasters have experienced earthquakes. Participants who have experienced disasters most commonly report encountering earthquakes, floods, and fires, respectively. When the impact of disasters on participants who have experienced disasters is examined, it can be stated that the most commonly encountered impact is psychological. About one-third of participants who have experienced disasters have been psychologically affected by the disaster they experienced. While psychological impact is most commonly encountered in participants who have experienced earthquakes, participants who have experienced other types of disasters most commonly report material loss as the impact of the disaster. The types of disasters experienced by participants and the frequencies of disaster impacts are presented in Table\u0026nbsp;3.\u003c/p\u003e \u003cp\u003eThe correlation analysis using Pearson correlation coefficient to determine the relationship between disaster literacy and disaster preparedness is presented in Table\u0026nbsp;4. The analysis revealed a moderate positive and significant relationship between disaster literacy and disaster preparedness (r\u0026thinsp;=\u0026thinsp;0.40, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The square of the correlation coefficient (R\u003csup\u003e2\u003c/sup\u003e: Coefficient of determination) can be computed to convert into a measure of explained variance. This result can be interpreted as the proportion of variance in one variable that can be explained by the other variable (Janse et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). For instance, the correlation between disaster literacy and disaster preparedness was calculated as r\u0026thinsp;=\u0026thinsp;0.402 and R\u003csup\u003e2\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.16. Therefore, 16% of the variability in disaster preparedness can be explained by disaster literacy.\u003c/p\u003e"},{"header":"4. Discussion","content":"\u003cp\u003eThe resilience of communities to disasters is an indicator of their preparedness for such events. Prepared communities have developed and implemented a comprehensive action plan that covers both pre-disaster and post-disaster phases. Individual preparedness forms the foundation of community preparedness, as personal preparation efforts contribute to overall societal resilience. However, in studies related to disaster preparedness, individuals' levels of understanding disasters are often not assessed prior to measuring their preparedness levels. It is crucial first to evaluate disaster literacy, which involves understanding, perceiving, and consciously assessing disasters, before evaluating the implementation levels of disaster preparedness. In our study, we examined the relationship between individuals' disaster literacy and their personal preparedness. We measured whether individuals have translated their theoretical knowledge about disasters into practical applications in their lives and how this relates to their disaster experience. Furthermore, analyses of disaster literacy were conducted separately for each phase of disasters.\u003c/p\u003e \u003cp\u003eOur study found that individuals with disaster experience had higher disaster literacy scores (mitigation, preparedness, response, and recovery) and disaster preparedness scores compared to those without disaster experience (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Similarly, other studies have shown that individuals who have experienced one or more disasters have a better understanding of disaster-related information and are more willing to prepare for future disasters (Chung \u0026amp; Yen, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Heller, Alexander, Gatz, Knight, \u0026amp; Rose, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2005\u003c/span\u003e; Mishra \u0026amp; Suar, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Nguyễn, Bostrom, Abramson, \u0026amp; Moy, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Tkachuck, Schulenberg, \u0026amp; Lair, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; \u0026Uuml;nal et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Watson, Loffredo, \u0026amp; McKee, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). It has been observed that individuals who were highly exposed to the September 11 attacks in 2001 were better prepared for Hurricane Sandy in 2012 compared to those who were not exposed or were minimally exposed to the September 11 attacks. Additionally, those with disaster experience were found to be more aware of preparedness campaigns, more likely to gather information about these campaigns, and more inclined to recognize the inadequacies of existing preparations, leading to a greater willingness to prepare (Gargano, Caramanica, Sisco, Brackbill, \u0026amp; Stellman, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). In their study, Sattler et al. (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2000\u003c/span\u003e) indicated that disaster experience influences individuals' propensity to engage in preparedness activities; however, this inclination diminishes over time (Sattler, Kaiser, \u0026amp; Hittner, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Contrary to our findings, there are studies suggesting that disaster experience does not significantly impact disaster literacy and preparedness (\u0026Ccedil;elik, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Demirci, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Dikmenli \u0026amp; Yakar, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Lovekamp \u0026amp; McMahon, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Nguyễn et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Simms, Kusenbach, \u0026amp; Tobin, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). For example, Chen et al. (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) found that Houston residents who experienced Hurricane Ike showed no progress in developing an evacuation plan or understanding what to do in an emergency a year later (Chen, Banerjee, \u0026amp; Liu, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). It appears that individuals who, along with their family members or relatives, have experienced and been affected by disasters are aware of disasters but do not engage in any preparatory actions as a result (\u0026Ccedil;elik, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). In a study conducted by Simms, Kusenbach, and Tobin, 80% of participants reported having experienced a hurricane disaster. Despite their disaster experiences, only 28% of participants indicated that they were in the preparation stage for a hurricane, and merely 8% reported being fully prepared (Simms et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Disaster experience can be gained not only by directly experiencing a disaster but also by participating in disaster education and subsequent disaster drills. Individuals who have received disaster education are found to be more aware of disaster preparedness campaigns, gather more information about these campaigns, and tend to recognize the inadequacy of current preparations, making them more inclined to prepare. It is believed that disaster education can positively impact both disaster literacy and preparedness. In a study assessing the level of disaster preparedness in Australia, 83 out of 140 participants (59.3%) had previously received disaster preparedness training, 53 (37.9%) had participated in a disaster simulation drill, and 18 (12.9%) had actively managed a disaster. The study emphasized that these participants were better prepared to cope with such situations compared to those without any disaster management or related training or simulation experience (Corrigan \u0026amp; Samrasinghe, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2012\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn communities affected by disasters, common psychological disorders include post-traumatic stress disorder (PTSD), anxiety disorders, and depression (Cheng, Liang, Fu, \u0026amp; Liu, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Young, Ford, Ruzek, Friedman, \u0026amp; Gusman, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e1998\u003c/span\u003e). The most common psychological disorder observed after a disaster is PTSD, with prevalence rates ranging from 4\u0026ndash;60%. A study on those affected by the 2010 Haiti earthquake found that 36.7% of the survivors exhibited symptoms of PTSD, while 25.9% showed signs of depression (C\u0026eacute;nat \u0026amp; Derivois, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). In our study, when examining the effects of disasters on participants, the most commonly encountered impact appears to be psychological, with approximately one-third of participants experiencing psychological effects from the disaster. In their meta-analysis, Leiva-Bianchi et al. (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) identified PTSD and depression as the predominant negative effects of disasters. They also found that the duration of exposure to the disaster correlates with increased negative effects (Leiva-Bianchi, Cornejo, Fresno, Rojas, \u0026amp; Serrano, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The extent of loss and damage resulting from a disaster determines the level of psychological impact experienced. Moreover, individuals' levels of disaster literacy play a crucial role in their ability to absorb the psychological effects of disasters.\u003c/p\u003e \u003cp\u003eIncreasing levels of education enhance individuals' awareness, directly contributing to cognitive and problem-solving skills development, and indirectly reducing poverty, facilitating access to information, and enhancing social capital. This, in turn, is believed to increase both individual and societal resilience (Muttarak \u0026amp; Lutz, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). In our study, as participants' education level increases, their disaster literacy and disaster preparedness levels significantly increase (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Numerous studies on disaster preparedness report that individuals with higher education are more inclined to adopt preparedness measures for various disasters (Al-rousan, Rubenstein, \u0026amp; Wallace, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Casta\u0026ntilde;eda, Bronfman, Cisternas, \u0026amp; Repetto, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Hoffman and Muttarak (2017) found in their research on education's impact on disaster preparedness that receiving an additional year of education increases the likelihood of taking preparedness measures by an average of 6%. Furthermore, a 10% increase in the proportion of family members aged\u0026thinsp;\u0026le;\u0026thinsp;5 years increases the preparedness rate of family members by 17%, and as the education level within the family increases, the literacy levels of other individuals also increase. Zamboni et al. found a significant relationship between education levels within the family and the preparedness of all family members (Hoffmann \u0026amp; Muttarak, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn our study, a significant relationship was found between nuclear family structure and disaster literacy across all subscales, whereas no significant relationship was found between nuclear family structure and preparedness. Increased social interaction among family members leads to higher levels of knowledge and skill exchange. Specifically, education provided by parents during childhood is observed to influence preparedness behaviors (Muttarak \u0026amp; Pothisiri, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Watson, Loffredo, and McKee conducted a survey with students at a university in Texas following a hurricane, and they noted that students expressed not only the belief that they could better prepare for disasters but also that they needed more information about disasters to better prepare (Watson et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Participants in the survey, 70% (n\u0026thinsp;=\u0026thinsp;361) of whom were living with their families, relied on their families for guidance on disaster-related issues, as reported by Nguyễn et al. (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) in their study measuring the role of individual and community-based resources in disaster preparedness in Seattle, USA. The majority of participants lived in single-family homes, and the disaster preparedness rate was determined to be 68%. Their study did not find a relationship between extended family ties and preparedness (Nguyễn et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Family bonds are important not only for pre-disaster preparedness but also for post-disaster support, with family support being the first expected source of assistance in the face of disasters (Hawkins \u0026amp; Maurer, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eHousehold income positively impacts the resilience of households against disasters. Şentuna and \u0026Ccedil;akır (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) indicated in their study conducted in Balıkesir that approximately 70% of households with insufficient income reside in non-resistant structures (Şentuna \u0026amp; \u0026Ccedil;akı, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Sattler, Kaiser, and Hittner administered surveys to students under hurricane alerts in two different instances (i.e., during two different hurricanes). They noted that among the survey participants, those who were much more prepared for hurricanes had higher income levels and greater perceived control over their behaviors (i.e., locus of control) (Sattler et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). In our study, similar to the studies mentioned, we found significant associations between economic income status and both disaster literacy and disaster preparedness (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Bulut (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) conducted a study on disaster literacy, revealing that individuals with income exceeding expenses tend to have higher levels of disaster literacy compared to other income categories (Bulut, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Nguyễn et al. (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) found that an individual's income level positively influences their ability to purchase materials, determine security options, or engage in other disaster prevention efforts (Nguyễn et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). When individuals, especially those facing financial hardship or other forms of disadvantage, find themselves in such situations, preparing for uncertain, intermittent, and rare events can be challenging. Unlike our study, Pathirage et al. (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) indicated that both individual and societal economic issues negatively affect disaster resilience (Pathirage, Seneviratne, Amaratunga, \u0026amp; Haigh, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). In this study, no significant difference was found between the economic status variable and the level of disaster preparedness.\u003c/p\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eIn this study, a positive relationship was found between disaster literacy and disaster preparedness. As individuals' disaster literacy increases, their levels of individual disaster preparedness also increase. The research findings indicate that individuals who have experienced disasters themselves or through close relatives have a better understanding of disaster-related information and are more willing to prepare for disasters. Additionally, participants in the study have predominantly experienced earthquake disasters, which have had the most significant psychological impact on them following these events. Individual preparedness forms the basis of societal preparedness against disasters, highlighting the critical importance of individual efforts in this regard. Increasing individuals' knowledge about disasters can be achieved through enhancing their disaster literacy. To accomplish this, it is essential to raise individual education levels and incorporate more disaster-related topics into educational curricula and resources. Moreover, it is essential to explore diverse communication methods aimed at improving household disaster literacy levels to raise individual awareness. Disaster preparedness is shaped by various factors. Our study found that individuals who demonstrate comprehension, perception, and conscientious assessment of disasters contribute to enhancing these factors. Hence, there is a need to intensify efforts in conducting more studies focused on enhancing disaster preparedness.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank all participants of the study. Each author listed on the manuscript has seen and approved the submitted version of the manuscript and takes full responsibility for the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Information\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author(s) received no financial support for the research, authorship and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author(s) declared no potential conflicts of interest concerning the research, authorship and/or publication of this article.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe warrant that the material contained in the manuscript represents original work, has not been published elsewhere and is not under consideration for publication elsewhere. Before commencing the study, ethical approval was obtained from the Ethics Committee of Social and Human Sciences at Kastamonu University with the number 8/16 dated 11.07.2023. Permission to use the scales was secured from the authors. Additionally, informed consent was obtained from all participants prior to the start of the research. The research was conducted in accordance with the ethical standards of the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study are available from the corresponding author, upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eManuscript writing, data analysis and final version approval: AG; study conception and final version approval: YU; Manuscript writing and final version approval: E\u0026Ouml;; study conception, final version approval: MDI.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAFAD A, Başkanlığı ADY Kahramanmaraş\u0026rsquo;ta Meydana Gelen Depremler Hk.\u0026ndash;34. 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Afet ve Risk Dergisi 4(2):395\u0026ndash;412\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDemirdelen S, \u0026Ccedil;akıcı AB (2021) İlkokul/ortaokul \u0026ouml;ğretmenlerinin doğal afet okuryazarlık d\u0026uuml;zeyleri: Osmaniye ili \u0026ouml;rneği. G\u0026uuml;m\u0026uuml;şhane \u0026Uuml;niversitesi Sağlık Bilimleri Dergisi 10(3):532\u0026ndash;541\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDikmenli Y, Yakar H (2019) \u0026Ouml;ğretmen adaylarının afet bilinci algı d\u0026uuml;zeylerinin incelenmesi. Van Y\u0026uuml;z\u0026uuml;nc\u0026uuml; Yıl \u0026Uuml;niversitesi Eğitim Fak\u0026uuml;ltesi Dergisi 16(1):386\u0026ndash;416\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGargano LM, Caramanica K, Sisco S, Brackbill RM, Stellman SD (2015) Exposure to the World Trade Center disaster and 9/11-related post-traumatic stress disorder and household disaster preparedness. 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J Appl Soc Psychol 35(2):399\u0026ndash;422\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHoffmann R, Muttarak R (2017) Learn from the past, prepare for the future: Impacts of education and experience on disaster preparedness in the Philippines and Thailand. World Dev 96:32\u0026ndash;51\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJanse RJ, Hoekstra T, Jager KJ, Zoccali C, Tripepi G, Dekker FW, van Diepen M (2021) Conducting correlation analysis: important limitations and pitfalls. Clin Kidney J 14(11):2332\u0026ndash;2337\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKanbara S, Ozawa W, Ishimine Y, Ngatu NR, Nakayama Y, Nojima S (2016) Operational definition of disaster risk-reduction literacy. Health Emerg Disaster Nurs 3(1):1\u0026ndash;8\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKapucu N (2008) Culture of preparedness: household disaster preparedness. Disaster Prev Management: Int J 17(4):526\u0026ndash;535\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKili\u0026ccedil; S (2016) Cronbach's alpha reliability coefficient. Psychiatry Behav Sci 6(1):47\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKurt NG, Oğuzt\u0026uuml;rk H, Akg\u0026uuml;n FE, \u0026Ccedil;etin C, Mutlu Rİ (2023) The 6th February 2023 Turkey Earthquake and Emergency. A Catastrophic Disaster, Department Admissions\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLeiva-Bianchi M, Cornejo F, Fresno A, Rojas C, Serrano C (2018) Effectiveness of cognitive-behavioural therapy for post-disaster distress in post-traumatic stress symptoms after Chilean earthquake and tsunami. Gac Sanit 32:291\u0026ndash;296\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLogayah DS, Maryani E, Ruhimat M, Wiyanarti E (2024) \u003cem\u003eInvestigating natural disaster literacy levels.\u003c/em\u003e Paper presented at the IOP Conference Series: Earth and Environmental Science\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLovekamp WE, McMahon SK (2011) I have a Snickers bar in the trunk of my car: Student narratives of disaster risk, fear, preparedness, and reflections on Union University. Int J Mass Emergencies Disasters 29(2):132\u0026ndash;148\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMishra S, Suar D (2007) Do lessons people learn determine disaster cognition and preparedness? Psychol Developing Soc 19(2):143\u0026ndash;159\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMustadi A, Atmojo SE (2020) Student's disaster literation in'SETS'(science environment technology and society) disaster learning. Ilkogretim Online, \u003cem\u003e19\u003c/em\u003e(2)\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMuttarak R, Lutz W (2014) Is education a key to reducing vulnerability to natural disasters and hence unavoidable climate change? Ecol Soc, \u003cem\u003e19\u003c/em\u003e(1)\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMuttarak R, Pothisiri W (2013) The role of education on disaster preparedness: case study of 2012 Indian Ocean earthquakes on Thailand\u0026rsquo;s Andaman Coast. Ecol Soc, \u003cem\u003e18\u003c/em\u003e(4)\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNguyễn LT, Bostrom A, Abramson DB, Moy P (2023) Understanding the role of individual-and community-based resources in disaster preparedness. Int J Disaster Risk Reduct 96:103882\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePathirage C, Seneviratne K, Amaratunga D, Haigh R (2012) Managing disaster knowledge: identification of knowledge factors and challenges. Int J Disaster Resil Built Environ 3(3):237\u0026ndash;252\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePatwary MM, Ashraf S, Swed S, Beaglehole B, Shoib S (2023) Natural disaster and mental health of emergency rescue workers: lessons learned from Turkey\u0026ndash;Syria earthquake. Annals work exposures health 67(8):1018\u0026ndash;1021\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSattler DN, Kaiser CF, Hittner JB (2000) Disaster preparedness: Relationships among prior experience, personal characteristics, and distress 1. J Appl Soc Psychol 30(7):1396\u0026ndash;1420\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSimms JL, Kusenbach M, Tobin GA (2013) Equally unprepared: Assessing the hurricane vulnerability of undergraduate students. Weather Clim Soc 5(3):233\u0026ndash;243\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eS\u0026ouml;zc\u0026uuml; U, Aydın\u0026ouml;z\u0026uuml; D (2019) \u0026Ouml;ĞRETMEN ADAYLARININ DOĞAL AFET OKURYAZARLIK D\u0026Uuml;ZEYLERİNİN \u0026Ccedil;EŞİTLİ DEĞİŞKENLERE G\u0026Ouml;RE İNCELENMESİ. Lnternational J Geogr Geogr Educ (40), 79\u0026ndash;91\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eŞahin N (2013) Disaster Management and Emergency Plans (Afet Y\u0026ouml;netimi ve Acil Yardim Planlari). TMMOB İzmir City Symposium. In: İzmir-Turkey\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eŞentuna B, \u0026Ccedil;akı F (2020) Balıkesir \u0026ouml;rnekleminde bir \u0026ouml;l\u0026ccedil;ek geliştirme \u0026ccedil;alışması: Afet hazırbulunuşluk \u0026ouml;l\u0026ccedil;eği. İdealkent, 11 (31), 1959\u0026ndash;1983. In\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eŞentuna B, \u0026Ccedil;akır F (2020) A scale development study in Balıkesir sampling: Disaster Preparedness Scale. İdealkent 11(31):1959\u0026ndash;1983\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTkachuck MA, Schulenberg SE, Lair EC (2018) Natural disaster preparedness in college students: Implications for institutions of higher learning. J Am Coll Health 66(4):269\u0026ndash;279\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eUscher-Pines L, Chandra A, Acosta J, Kellermann A (2012) Citizen preparedness for disasters: are current assumptions valid? Disaster Med Pub Health Prep 6(2):170\u0026ndash;173\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003e\u0026Uuml;nal Y, Işık E, Şahin S, Yeşil ST (2017) Sağlık afet \u0026ccedil;alışanlarının depremlere ilişkin bireysel hazırlık d\u0026uuml;zeylerinin değerlendirilmesi: Ulusal Medikal Kurtarma Ekipleri (UMKE) Derneği \u0026ouml;rneği. Dokuz Eyl\u0026uuml;l \u0026Uuml;niversitesi Tıp Fak\u0026uuml;ltesi Dergisi 31(2):71\u0026ndash;80\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWatson PG, Loffredo VJ, McKee JC (2011) When a natural disaster occurs: lessons learned in meeting students' needs. J Prof Nurs 27(6):362\u0026ndash;369\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYoung BH, Ford JD, Ruzek JI, Friedman MJ, Gusman FD (1998) Disaster mental health services. \u003cem\u003eA Guidebook for Clinicians and Administrators. VA Medical \u0026amp; Regional Office Center White River Junction, Vermont\u003c/em\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003e\u003cstrong\u003eTable-1\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSkewness, Kurtosis and Cronbach\u0026rsquo;s alpha (\u0026alpha;) coefficients\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 48.0874%;\"\u003e\n \u003cp\u003eScales\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003eSkewness coefficient\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003eKurtosis coefficient\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003eCronbach \u0026alpha; coefficient\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 48.0874%;\"\u003e\n \u003cp\u003eDisaster Literacy Scale (Mitigation)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e-.562\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e-.350\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 48.0874%;\"\u003e\n \u003cp\u003eDisaster Literacy Scale (Preparedness)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e-.608\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e-.292\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 48.0874%;\"\u003e\n \u003cp\u003eDisaster Literacy Scale (Response)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e-.644\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e-.349\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 48.0874%;\"\u003e\n \u003cp\u003eDisaster Literacy Scale (Recovery)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e-.552\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e-.512\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 48.0874%;\"\u003e\n \u003cp\u003eDisaster Preparedness Scale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e-.642\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 17.3042%;\"\u003e\n \u003cp\u003e0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable-2\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFrequency analysis, t test and ANOVA results\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"537\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eMitigation Mean-Sd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003ePreparedness Mean -Sd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eResponse Mean -Sd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eRecovery Mean -Sd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eDPS\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eMean -Sd\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 537px;\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003e18-24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e1629\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e42.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.48\u0026plusmn;0.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.52\u0026plusmn;0.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.54\u0026plusmn;1.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.47\u0026plusmn;1.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.07\u0026plusmn;0.86\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003e25-34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e689\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.47\u0026plusmn;1.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.50\u0026plusmn;1.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.54\u0026plusmn;1.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.49\u0026plusmn;1.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.12\u0026plusmn;0.94\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003e35-44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e722\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e18.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.40\u0026plusmn;0.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.42\u0026plusmn;1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.46\u0026plusmn;1.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.41\u0026plusmn;1.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.02\u0026plusmn;0.89\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003e45-54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e602\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e15.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.47\u0026plusmn;0.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.50\u0026plusmn;0.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.55\u0026plusmn;0.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.50\u0026plusmn;0.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.13\u0026plusmn;0.89\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003e55 and over\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e5.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.52\u0026plusmn;0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.50\u0026plusmn;0.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.60\u0026plusmn;0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.51\u0026plusmn;0.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.02\u0026plusmn;0.93\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 191px;\"\u003e\n \u003cp\u003eTest and p value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:1.098\u003c/p\u003e\n \u003cp\u003ep:0.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:1.159\u003c/p\u003e\n \u003cp\u003ep: 0.33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:1.154\u003c/p\u003e\n \u003cp\u003ep:0.33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eF:0.836\u003c/p\u003e\n \u003cp\u003ep:0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:1.860\u003c/p\u003e\n \u003cp\u003ep:0.12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 537px;\"\u003e\n \u003cp\u003eEducation Level\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eLiterate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e150\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.33\u0026plusmn;0.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.30\u0026plusmn;0.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.40\u0026plusmn;0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.33\u0026plusmn;0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e2.90\u0026plusmn;0.90\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003ePrimary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e582\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e15.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.44\u0026plusmn;0.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.48\u0026plusmn;0.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.53\u0026plusmn;1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.50\u0026plusmn;1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.02\u0026plusmn;0.89\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eHigh school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e976\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e25.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.46\u0026plusmn;1.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.49\u0026plusmn;1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.53\u0026plusmn;1.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.49\u0026plusmn;1.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.10\u0026plusmn;0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eUniversity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e2052\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e53.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.49\u0026plusmn;0.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.53\u0026plusmn;0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.55\u0026plusmn;1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.48\u0026plusmn;1.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.10\u0026plusmn;0.86\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003ePostgraduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e101\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.22\u0026plusmn;1.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.18\u0026plusmn;1.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.21\u0026plusmn;1.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.20\u0026plusmn;1.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e2.98\u0026plusmn;1.05\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eTest and p value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:2.811\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep: 0.02*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:4.759\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep:0.01*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:3.390\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep:0.01*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eF:2.813\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep:0.02*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:2.874\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep:0.02*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 537px;\"\u003e\n \u003cp\u003eEmployment status\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eEmployed\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e1898\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e49.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.47\u0026plusmn;0.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.49\u0026plusmn;1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.53\u0026plusmn;1.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e3.47\u0026plusmn;1.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.14\u0026plusmn;0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eUnemployed\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e1963\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e50.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.45\u0026plusmn;0.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.49\u0026plusmn;0.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.53\u0026plusmn;0.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e3.47\u0026plusmn;1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.01\u0026plusmn;0.86\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 191px;\"\u003e\n \u003cp\u003eTest and p value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: 0.587\u003c/p\u003e\n \u003cp\u003ep:0.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: 0.114\u003c/p\u003e\n \u003cp\u003ep:0.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: -0.280\u003c/p\u003e\n \u003cp\u003ep:0.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003et: 0.13\u003c/p\u003e\n \u003cp\u003ep:0.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: 4.468\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep\u0026lt;0.001*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 537px;\"\u003e\n \u003cp\u003eFamily Type\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eNuclear\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e3029\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e78.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.48\u0026plusmn;0.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.51\u0026plusmn;0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.55\u0026plusmn;1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e3.49\u0026plusmn;1.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.08\u0026plusmn;0.88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eExtended\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e832\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e21.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.39\u0026plusmn;0.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.42\u0026plusmn;1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.47\u0026plusmn;1.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e3.40\u0026plusmn;1.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.08\u0026plusmn;0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 191px;\"\u003e\n \u003cp\u003eTest and p value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et:2.327\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep:0.02*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: 2.438\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep: 0.015*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: 2.104\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep:0.03*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003et: 2.134\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep: 0.03*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: -0.259\u003c/p\u003e\n \u003cp\u003ep: 0.79\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 537px;\"\u003e\n \u003cp\u003eIncome level\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eIncome lower than expenses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e963\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e24.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.38\u0026plusmn;1.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.42\u0026plusmn;1.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.45\u0026plusmn;1.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.39\u0026plusmn;1.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e2.97\u0026plusmn;0.91\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eIncome equals expenses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e1998\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e51.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.46\u0026plusmn;0.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.49\u0026plusmn;0.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.52\u0026plusmn;0.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.47\u0026plusmn;0.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.08\u0026plusmn;0.86\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eIncome higher than expenses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e900\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e23.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.56\u0026plusmn;0.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.59\u0026plusmn;0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.63\u0026plusmn;0.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 72px;\"\u003e\n \u003cp\u003e3.56\u0026plusmn;1.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 68px;\"\u003e\n \u003cp\u003e3.19\u0026plusmn;0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 191px;\"\u003e\n \u003cp\u003eTest and p value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:7.417\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep: 0.001*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:6.680\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep: 0.001*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:6.782\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep: 0.001*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eF:6.219\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep: 0.002*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003eF:14.155\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ep\u0026lt;0.001*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 537px;\"\u003e\n \u003cp\u003eDisaster experience\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eExperienced a disaster\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e1993\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e51.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.48\u0026plusmn;0.95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.51\u0026plusmn;0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.55\u0026plusmn;1.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e3.49\u0026plusmn;1.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.09\u0026plusmn;0.88\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 93px;\"\u003e\n \u003cp\u003eNot experienced a disaster\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e1868\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e48.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.45\u0026plusmn;0.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.47\u0026plusmn;0.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.51\u0026plusmn;1.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e3.45\u0026plusmn;1.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003e3.07\u0026plusmn;0.91\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 191px;\"\u003e\n \u003cp\u003eTest and p value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: 0.938\u003c/p\u003e\n \u003cp\u003ep: 0.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: 1.167\u003c/p\u003e\n \u003cp\u003ep: 0.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: 1.068\u003c/p\u003e\n \u003cp\u003ep:0.28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003et: 1.087\u003c/p\u003e\n \u003cp\u003ep:0.27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 68px;\"\u003e\n \u003cp\u003et: 0.646\u003c/p\u003e\n \u003cp\u003ep:0.51\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e* Statistically significant values (p\u0026lt;0.05)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable-3\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDisaster Types Experienced by Participants and Effects of Disasters\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 70px;\"\u003e\n \u003cp\u003eEarthquake\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003eFlood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 76px;\"\u003e\n \u003cp\u003eFire\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 85px;\"\u003e\n \u003cp\u003eLandslide\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003eOther\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003eMaterial loss\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e283\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e119\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e497\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e19.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e37.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e47.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e53.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e50.0%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003eLoss of life among relatives\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e186\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e216\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e12.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e5.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e5.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e7.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e5.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003eInjury\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e85\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e2.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e5.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e14.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e11.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e5.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003eInjury among relatives\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e150\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e207\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e10.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e7.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e17.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e15.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e5.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003eIllness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e108\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e4.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e7.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e9.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e7.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e5.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003eIllness among relatives\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e116\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e147\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e7.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e7.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e3.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e7.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e0.0%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003ePsychological impact\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e746\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e108\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e926\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e50.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e33.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e36.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e26.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e50.0%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003eNot affected\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e517\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e646\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e35.0%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e30.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e17.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e3.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e16.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e1477\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e320\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e152\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 85px;\"\u003e\n \u003cp\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 76px;\"\u003e\n \u003cp\u003e1993\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable-4\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePearson correlation analysis results\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"613\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003eScales and sub-dimensions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003eAnalysis\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003eDisaster Preparedness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003eRecovery\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eResponse\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003ePreparedness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003eMitigation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMitigation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ePearson r\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e.402\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e.856\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e.876\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e.917\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePreparedness\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ePearson r\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e.406\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e.883\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e.921\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e0,000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;Response\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ePearson r\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e.405\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e.920\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 147px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 147px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 107px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 147px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRecovery\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ePearson r\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e.417\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 224px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 224px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 78px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 224px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDisaster Preparedness\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ePearson r\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"4\" style=\"width: 302px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"4\" style=\"width: 302px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 107px;\"\u003e\n \u003cp\u003e3861\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"4\" style=\"width: 302px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e*Correlation significant at p\u0026lt;0.01.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"natural-hazards","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nhaz","sideBox":"Learn more about [Natural Hazards](https://www.springer.com/journal/11069)","snPcode":"11069","submissionUrl":"https://submission.nature.com/new-submission/11069/3","title":"Natural Hazards","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Disaster, Disaster literacy, Disaster management, Disaster preparedness","lastPublishedDoi":"10.21203/rs.3.rs-5146129/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5146129/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe resilience of communities to disasters is an indicator of their preparedness for such events. It is crucial for prepared communities to integrate their disaster literacy\u0026mdash;skills in understanding, perceiving, and evaluating disasters\u0026mdash;into disaster preparedness actions. This study aims to determine the disaster literacy and disaster preparedness levels of adults and the factors influencing these levels. This correlational and cross-sectional study included 3861 participants. Data were collected online from June 2023 to July 2023 using the Descriptive Characteristics Form, the Disaster Literacy Scale, and the Disaster Preparedness Scale. Data analysis employed frequency analysis, skewness and kurtosis, the Independent Samples t-Test, one-way ANOVA, and Pearson correlation analysis. The Pearson correlation analysis revealed a moderate positive and significant relationship between disaster literacy and disaster preparedness (r\u0026thinsp;=\u0026thinsp;0.40, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Individuals with disaster experience had higher disaster literacy (Reduction, Preparedness, Response, and Recovery) and disaster preparedness scores compared to those without disaster experience (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). However, lower education levels, decreased income, and increased average age were associated with reduced disaster literacy and disaster preparedness levels. This study is expected to make significant contributions to understanding the levels of disaster literacy and disaster preparedness in Turkey, a country prone to earthquakes and recently affected by one of the deadliest disasters, and to identify the factors influencing these levels and the relationship between disaster literacy and disaster preparedness.\u003c/p\u003e","manuscriptTitle":"The Relationship Between Disaster Literacy Levels and Disaster Preparedness Among Adults","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-13 13:29:57","doi":"10.21203/rs.3.rs-5146129/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"","date":"2024-11-01T15:19:08+00:00","index":0,"fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-11-01T15:16:31+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"Natural Hazards","date":"2024-10-12T20:57:54+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-09-27T05:26:18+00:00","index":"","fulltext":""},{"type":"submitted","content":"Natural Hazards","date":"2024-09-26T03:53:52+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"natural-hazards","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nhaz","sideBox":"Learn more about [Natural Hazards](https://www.springer.com/journal/11069)","snPcode":"11069","submissionUrl":"https://submission.nature.com/new-submission/11069/3","title":"Natural Hazards","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"ab5aa106-1523-48b8-b2de-c042a6e43c1c","owner":[],"postedDate":"November 13th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-03-24T16:07:44+00:00","versionOfRecord":{"articleIdentity":"rs-5146129","link":"https://doi.org/10.1007/s11069-025-07225-z","journal":{"identity":"natural-hazards","isVorOnly":false,"title":"Natural Hazards"},"publishedOn":"2025-03-21 15:58:29","publishedOnDateReadable":"March 21st, 2025"},"versionCreatedAt":"2024-11-13 13:29:57","video":"","vorDoi":"10.1007/s11069-025-07225-z","vorDoiUrl":"https://doi.org/10.1007/s11069-025-07225-z","workflowStages":[]},"version":"v1","identity":"rs-5146129","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5146129","identity":"rs-5146129","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}