Assessing Cognitive Processing and Disaster Information Retention Among College Students
Abstract
Assessing Cognitive Processing and Disaster Information Retention Among College Students Ellen A. Barnes and Felisha D. Sutton Department of Public Health, ETSU Department of Psychology, ETSU * barnesea2@etsu.edu suttonf@etsu.edu College students represent a population with unique cognitive, social, and environmental vulnerabilities to natural disasters, as many live away from home for the first time and must rely on institutional and public health messaging for preparedness. In Tennessee, environmental hazards result in billions of dollars in losses annually due to crop damage, infrastructure disruption, and emergency response, highlighting the importance of effective disaster education. Prior research suggests that personal or indirect exposure to natural disasters increases concern and awareness; however, many individuals across demographic backgrounds lack sufficient understanding of how to prepare for and respond to disaster events. Guided by the Centers for Disease Control and Prevention’s BRACE (Building Resilience Against Climate Effects) framework, this study examines how personal or indirect experience with natural disasters influences cognitive processing and retention of disaster-related information among college students. Using a cross-sectional mixed-methods design, participants were presented with a Tennessee-based natural disaster case study and subsequently completed a survey assessing disaster exposure, engagement with emergency communications, relational trust and peer communication, access to campus and public health resources, cognitive and emotional preparedness, and information retention within a campus context. This study aims to determine whether disaster experience enhances adaptive capacity by strengthening information processing and retention. Findings may aid environmental health professionals and psychologists in improving the distribution and effectiveness of disaster preparedness education in higher education settings.
Start Time
15-4-2026 9:00 AM
End Time
15-4-2026 12:00 PM
Room Number
Culp Ballroom 316
Poster Number
61
Presentation Type
Poster
Student Type
Graduate and Professional Degree Students, Residents, Fellows
Faculty Mentor
Ying Li
Assessing Cognitive Processing and Disaster Information Retention Among College Students
Culp Ballroom 316
Assessing Cognitive Processing and Disaster Information Retention Among College Students Ellen A. Barnes and Felisha D. Sutton Department of Public Health, ETSU Department of Psychology, ETSU * barnesea2@etsu.edu suttonf@etsu.edu College students represent a population with unique cognitive, social, and environmental vulnerabilities to natural disasters, as many live away from home for the first time and must rely on institutional and public health messaging for preparedness. In Tennessee, environmental hazards result in billions of dollars in losses annually due to crop damage, infrastructure disruption, and emergency response, highlighting the importance of effective disaster education. Prior research suggests that personal or indirect exposure to natural disasters increases concern and awareness; however, many individuals across demographic backgrounds lack sufficient understanding of how to prepare for and respond to disaster events. Guided by the Centers for Disease Control and Prevention’s BRACE (Building Resilience Against Climate Effects) framework, this study examines how personal or indirect experience with natural disasters influences cognitive processing and retention of disaster-related information among college students. Using a cross-sectional mixed-methods design, participants were presented with a Tennessee-based natural disaster case study and subsequently completed a survey assessing disaster exposure, engagement with emergency communications, relational trust and peer communication, access to campus and public health resources, cognitive and emotional preparedness, and information retention within a campus context. This study aims to determine whether disaster experience enhances adaptive capacity by strengthening information processing and retention. Findings may aid environmental health professionals and psychologists in improving the distribution and effectiveness of disaster preparedness education in higher education settings.
