The Effect of Educational Intervention Based on the Theory of Planned Behavior on the Seat Belt Use Behavior of Rural Adolescent Students

Background: Positive attitudes or beliefs toward seat belt use can improve the probability of seat belt use among drivers and occupants. The present study aimed to determine the impact of educational intervention according to the Theory of Planned Behavior (TPB) on seat belt use behavior among rural adolescent students. Methods: This study was conducted among 122 students in the control group and 108 in the intervention group from junior high school students in rural areas of Hashtrood, Iran, in 2024. The educational intervention for the experimental group included lectures, booklets, pamphlets, posters, educational video clips for students, holding a competition on making wall newspapers and cartoons, awarding prizes to the best works, and a pamphlet for parents. The data were collected using a TPB-based questionnaire. Results: The results showed that the mean score of all TPB constructs, including attitude, subjective norms, perceived behavioral control, behavioral intention, and behavior significantly increased in the intervention group three months after the educational intervention compared to before the intervention (P<0.01). Based on ANCOVA analysis, after adjusting for pre-intervention differences in subjective norms, attitude, perceived behavioral control, behavioral intention, and behavior between the intervention and control groups, there was a significant difference in post-intervention scores between the two groups (P<0.01), and mean scores of all constructs in the intervention group were significantly more than those in the control group. Conclusion: The findings suggest that educational intervention programs can effectively enhance seat belt use intentions and behaviors among rural adolescent students. Such interventions should be more widely implemented to promote seat belt use in this population.